About Business Studies

Understanding the Business and Economics Curriculum DREAM 

Purpose: This document sets out how the Business and Economics Department approaches Curriculum Intent at Eaton Bank Academy. 

Design  How have you designed your curriculum to be broad, balanced and ambitious? 
The KS4 curriculum follows the broad and balanced AQA Business specification with the ambition of gaining a GCSE qualification. In Year 10, students learn about the purpose of business activity, the role of business enterprise and entrepreneurship, and the dynamic nature of business, before progressing on to studying influences on business that range from technological to economic, ethical to legislative before then moving to study human resource management. In Year 11, students complete the course by focussing on operations management, marketing and finance which completes the study of the full range of business functions begun in Year 10.  


At KS5, Business students follow the broad and balanced AQA Business specification that allows them to continue what they have studied at GCSE in greater depth, with the ambition of gaining an A-Level qualification. This adds further breadth through including the study of strategic decision making alongside the fostering of a deeper understanding of the themes contained in the GCSE.  


KS5 Economics students follows the broad and balanced AQA Economics specification with the ambition of gaining an A-Level qualification. In both Years 12 and 13, breadth is achieved through encouraging students to the diverse topics contained in the study of both microeconomics and macroeconomics, and the interrelationships between the two.  

Rationale  What is the rationale behind your curriculum design and ordering of content over time? 
Our Business curriculum is designed to ensure students have opportunities to learn about a diverse range of relevant and thought-provoking content relating to Business and Economics. As Business is a subject that KS4 students will not have encountered on the Eaton Bank school curriculum before commencing the course. Content sequencing ensures that students first learn about the purpose of business activity, the role of business enterprise and entrepreneurship, and the dynamic nature of business. They then study influences on business that range from technological to economic, ethical to legislative before moving on to study human resource management.  


In their second and final year, students complete the course by focussing on operations management, marketing and finance. They are sequenced in this order given that their content present an incline of difficulty that the more mature Year 11 student may be more equipped to deal with. Both the Business and Economics A-Level courses provide an excellent foundation for post A-Level studies in a variety of disciplines relating to business, management, finance and accounting related courses and career paths. 


At A-Level, Business students encounter the themes contained in the GCSE course (though at a more advanced level) in Year 12, before progressing on to study the more challenging content of Business Strategy and the models contained therein. The A-level Economics course is sequenced so that students complete the AS content before then progressing on to the full A-Level content. Moreover, students learn about the principles and content of the microeconomic aspects of the course first, as many of its principles, theories and models underpin the macroeconomic aspects of the course which students study after completing the microeconomic content. 

Equality  How is your curriculum accessible and purposeful for all students, including SEND, Disadvantaged and Higher Ability Learners? 
In both Key Stages 4 and 5, the Business/Economics Curriculum is delivered in mixed ability groups. Therefore, differentiation is at the heart of the curriculum, featuring throughout all facets of planning, delivery and assessment to support the progress of all students.  


Ambition and challenge are key features of our Curriculum, whilst the chronological curriculum design supports the accessibility of content (see Rationale above). Furthermore, there is a consistent focus on high quality teaching and learning as an integral form of differentiation which enhances the learning experience of all students, particularly utilising the vehicle of modelling throughout the Curriculum.  


Significant emphasis is placed on discussion, with our curriculum designed to allow students to engage with topics in a safe environment. These verbal discussions provide further accessibility and purpose for all students, whilst providing ample opportunity to deepen thinking and develop higher level challenge. High quality revision and consolidation resources further support all students, At KS5, students are afforded opportunities to research, compile and deliver presentations on aspects of the specification enabling students of all abilities to better access and retain what they are learning. 

Aims, Vision & Values  What is the aim of your curriculum and how does this support the aims and values of the school? 
Our courses enable students to fulfil their potential and cherish our school values of respect, kindness, ambition, optimism and honesty by students: 

  • Developing a passion for studying Business and Economics 
  • Gaining holistic understanding of the economy, and of business in a range of contexts 
  • Developing a critical understanding of business organisations and economic institutions and their ability to meet society’s needs and wants 
  • Understanding that business and economic behaviour can incorporate, and be studied from, a range of perspectives 
  • Generating enterprising and creative approaches to business and economic opportunities, problems and issues 
  • Becoming aware of the ethical dilemmas and responsibilities faced by business organisations, economic institutions and individuals 
  • Acquiring a range of relevant business, economic and generic skills, including decision making, problem solving, the challenging of assumptions and critical analysis 
  • Applying numerical skills in a range of business and economic contexts, which will equip our students for the challenges, opportunities and responsibilities of adult and working life. 
Misconceptions  How do you address misconceptions in your subject to support students’ learning? 
Common misconceptions that abound, when students are deciding which subjects to opt for, are that students need to be a Maths expert to succeed at Business or Economics, or that the Maths content is significantly higher for the latter than the former, or that Economics is mainly for boys. We aim to ensure that information provided by our team in subject prospectuses and at open evenings addresses such pre/misconceptions. 


Addressing misconceptions present valuable learning opportunities. As a team of teachers, we pre-empt and pre-identify them in our planning, allowing these to be clearly addressed within the delivery of the lesson. These misconceptions extend not only to course content but also the application of knowledge and skills in assessments. For example, our Economists will often confuse changes in demand and supply with extensions and contractions or fail to differentiate between market and government failures. Business students may conflate cash flow and profit or confuse limited with unlimited liability.  


Consequently, teaching and assessment is focused on consistently highlighting common mistakes. We support staff to become experts, whilst our collaborative approach to planning supports this by sharing common misconceptions. Modelling is frequently used as a method to tackle misconceptions, showing high level responses and examples which contain misconceptions for students to identify.  Our lessons aim to identify, unpick and address misconceptions whilst structuring students’ learning, supported by interleaving, Consistent use of formative assessment, both in lessons and through Forms Quizzes, also supports students in tackling misconceptions. 


Business Studies Curriculum Map

Meet the Teachers

Miss Morgan

Mrs Wright