Integrating BUSS3 and the BUSS4 research theme

1. Integrating BUSS3 and the BUSS4 research theme

2. Integrating BUSS3 and the BUSS4 research theme • With no January BUSS3 sitting an opportunity exists to start early with the BUSS4 research theme in terms of both content as well as exam technique • Certain topics within the BUSS3 specification lend themselves nicely to ‘drip-feeding’ elements of the research theme along with introducing key elements of essay technique in particular paragraph development

3. Key will be keeping China near the ‘front’ of students minds throughout BUSS3 without switching students off

4. BUSS3 and BUSS4 integrated Ikea to Accelerate China Store Openings to Shift Away From European Gloom

5. BUSS3 and BUSS4 integrated US firms reshoring from China

6. BUSS3 and BUSS4 integrated L’Oreal seeks more China glow with $840 million bid for China skincare firm

7. BUSS3 and BUSS4 integrated The rising middle class fuels hotel boom in China Fonterra pushes on with own brand China plan

8. BUSS3 and BUSS4 integrated Tesco in potential joint-venture with China Resources Enterprise Starbucks long-term investment in the Chinese Coffee Shop Market

9. BUSS3 and BUSS4 integrated Chinese imports threaten Kenya’s textile industry

10. BUSS3 and BUSS4 integrated Starbucks long-term investment in the Chinese Coffee Shop Market

11. BUSS3 and BUSS4 integrated YUM! China

12. BUSS3 and BUSS4 integrated Microsoft forms joint-venture with BesTV Why Apple has to manufacture in China How IKEA adapted its strategies to expand into China

13. BUSS3 and BUSS4 integrated The war for talent in China

14. Developing BUSS4 Exam Skills through BUSS3 (and BUSS1/ BUSS2)

15. ‘It’s a marathon, not a sprint’

16. An essay is simply a collection of strong and well developed paragraphs

17. BUSS3 Examiners Report – June 2013 ‘students who were able to make selective, well developed arguments which were consistently focused on the question scored high for analysis’

18. BUSS3 Examiners Report – June 2013 ‘In preparing for this unit, centres should stress the importance to their students of planning their answers, being selective in the number of arguments made and ensuring that each argument is well supported’

19. The Operations Director considers that it will take at least 15 weeks to design and test the new website. In the light of his concerns, assess the value of using critical path analysis for planning the car club proposal. Use numerical evidence to support your answer (18 marks)

21. Connectives for BUSS3/ BUSS4 Involves giving students the beginning of a paragraph and then supplying the students with a range of suitable connectives and some relevant source material Students then produce a paragraph using the beginning as supplied by the teacher, the connectives and the source material Practising strong paragraphs allows students to develop the skill of making clear, well developed arguments, supported by relevant source material, with analysis drawn from it

22. Example of a connectives activity in relation to the current research theme

23. Analyse ONE reason why IKEA have decided to expand into China (13)

24. Ikea Group, the world’s largest furniture retailer, will triple the pace of store openings in China to capture faster growth in the second-largest economy, Chief Executive Officer Mikael Ohlssonsaid. China has the worlds largest population The expansion in China will allow the company to reduce its reliance on Europe The European Economy is currently experiencing falling consumer confidence 80% of IKEA’s sales come from Europe The demand is there,” said the Swedish executive, sitting in a living-room display at the company’s Amsterdam store. Customers in the world’s most populous nation have “the dream, the wish, the need to furnish and the fit with Ikea is very good.

25. One reason why IKEA has targeted China as a market to expand into is….. (connectives are like seasoning, they can be used more than once!) Worlds largest population European economy = falling confidence 80% IKEA sales come from Europe Ansoff Demand ‘Therefore’ ‘Because’ ‘This means that’ ‘Which in turn’

26. Assessing students paragraphs

27. My Ten Year Old Brother My Ten Year Old Brother is a teaching and learning strategy from ‘Lessons are for learning’ by Mike Hughes It is a technique designed to develop analysis

28. My Ten Year Old Brother 1 The teacher asks a student to explain a concept or argument to a fictitious 10 year old brother 2 Students in pairs taking turns to be the 10 year old whilst the teacher circles

29. My Ten Year Old Brother The activity forces students to explain concepts in depth especially if the imaginary brother throws in the inevitable ‘how’, ‘why’, ‘what's that mean’

30. C O N N E C Reset colours T  S N O I Set board Start Click to start

31. A Grade Evaluation A Grade Evaluation GOOD Evaluation directly answers the question set AND provides a clear and overall response to the question as well as being built on prior analysis REASONABLE Evaluation often addresses some part of the question but often fails to fully address the question set

32. Developing Evaluation Skills Developing Evaluation Skills Better questioning in lessons by asking students evaluative questions or probing further with words such as ‘how’ and ‘why’ Encouraging students to re-read the question BEFORE writing their evaluation Planning their arguments AND their evaluation before they start to write Group and collaborative learning activities that require students to work together and justify responses

33. Developing Evaluation Skills (in lessons) Developing Evaluation Skills • When using case studies or written material in lessons encourage students to spend 3 or 4 minutes (after they have read it) picking out: • The most significant issue • The most significant point • The biggest opportunity • The biggest risk • Then ask students to explain WHY

34. Four Corners

35. Four Corners is a powerful activity that encourages higher order thinking and helps students ability to evaluate. It is also excellent for collaborative learning giving students an opportunity to review and reflect on other students thoughts, views and opinions

36. At the start of the lesson label the four corners of the room with: • Strongly Agree • Agree • Disagree • Strongly Disagree • Then read out a definitive statement that forces students to make a decision

37. The slowdown of the Chinese economy is the biggest threat to businesses currently operating in China A joint venture is the best way of entering the Chinese market

38. After the statement has been read out then the students need to write down whether they strongly agree, agree, disagree, strongly disagree and a brief justification as to why they chose that option and why they rejected the others • Once that has taken place the students then need to move to their relevant corner

39. Developing Evaluation Skills (in exams) Developing Evaluation Skills Trying to encourage students to find the MOST SIGNIFICANT POINT/ ARGUMENTand then using that as the basis for their final evaluation/ conclusion

40. Teaching the Research Theme and Further Exam Skills

41. Common Section A issues • Not focusing on and losing sight of the question • Lack of fully developed arguments • Students not discriminating in their choice of arguments (students MUST be selective) • Lack of planning • In general, poor essay writing skills (points 1 – 3 linked)

42. Principal Examiners Advice • Students should ask themselves: • WHAT is the precise question I am answering? • WHAT answer do I want to give? • HOW do I explain and support my arguments

43. Students need to focus on the analytical arguments and THEN think of how they can provide evidence

44. Students should spend time choosing the right question and plan how they want to answer it

45. An opening paragraph with a clear focus on the question set, outlining the key arguments and the key issues can work wonders for setting the scene

47. (Probably) the two most important words to help students achieve better marks

48. WHY? HOW?

49. The use of case studies in lessons should be used to build arguments (why) not to be repeated as stories

50. The Jan 2010 Examiners Report