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Shenley Brook End School

Shenley Brook End School

Business Studies


Business and Economics offers and engaging and inspiring provision that reflects the demands of a truly modern and evolving world of business, commerce and entrepreneurship. Learners are not only given the opportunity to develop an in-depth awareness and a natural curiosity of the business environment around them, but to actively spark their imagination and inspire their creative and commercial thinking as they develop their subject knowledge.   

By studying Business, learners are guaranteed a deeper understanding of the business organisation they aspire to set up, run or work for in the future, and the key driving factors and inhibitors that impacts that environment.  

Another intent is for our learners to master the art of managing their current and future financial capabilities. It enables individuals to enhance their career pathway abilities to enter the world of work in finance, accounting, marketing, human relations, operations or management within a wide range of business entities.  

Our courses also provide valuable opportunities to develop key skills such as information communication technology, numeracy, team working and communication, confidence and other inter-personal skills. Finally, our clear pathway provisions strategically woven into our exceptional curriculum content delivery have always meant that many of our students who take Business, Economics and or LIBF Financial Studies in our Sixth Form go on to study either in a higher education institution or take on a higher-level Apprenticeship provision. We welcome you on this exciting journey! 

Further Information

Year 9

In the first half term of Year 9, students complete knowledge and skills-based projects, as we consider this to be a bridging year and an introduction to those who have never studied a business or work-related learning qualification before. Thus, in GCSE Business and CNAT Enterprise and Marketing activities include: 

  • My Business Enterprise & Marketing Project 
  • The Apprentice Challenge! - Teams working to produce and market a ready meal aimed at children or families 

Cereal Box Project whereby we focus on marketing a product created 

Year 10


Edexcel GCSE Business assessment is split into two exams that are sat at the end of Year 11. This course is assessed by 100% exams.  There is only 1 tier of entry and the course is split into two units of work. 

  • Theme 1 - Investigating Small Businesses - worth 50% of the total GCSE - 1 hour 45minute exams 
  • Theme 2 - Building a Business - worth 50% of the total GCSE - 1 hour 45minute exams 


This course is offered to Year 9 students when choosing their preferences who wish to learn about business and enterprise in a more practical way (vocational). On completion, this has an equivalent value of 1 GCSE. The course consists of 3 components to be completed over a two-year period: 

  • R067: Enterprise and marketing concepts - Written paper, OCR set and marked - 1 hour 15 mins – 70 Marks 
  • R068: Design a business proposal - Centre-assessed tasks, OCR moderated - Approx. 10-14 hours – 60 Marks 

R069: Market and pitch a business proposal - Centre-assessed tasks, OCR moderated - Approx. 10-14 hours – 60 Marks 

Sixth Form

With the aim of offering a wider and more comprehensive choice of courses in our Sixth Form, we offer three different A level courses. Our philosophy is to enable students to make a reasoned choice, which will then support whatever career or further study they wish to undertake. 

The three courses in Years 12 and 13 are as follows: 


The Pearson Edexcel Level 3 Advanced GCE in Business is structured into four themes and consists of three externally examined papers.  

Students are introduced to business in Themes 1 and 2 through building knowledge of core business concepts and applying them to business contexts to develop a broad understanding of how businesses work. Breadth and depth of knowledge and understanding, with applications to a wider range of contexts and more complex business information are developed in Themes 3 and 4 which requires students to take a more strategic view of business opportunities and issues.  

We encourage our students to use an enquiring, critical and thoughtful approach to the study of business, to understand that business behaviour can be studied from a range of perspectives, and finally to critically challenge all assumptions. 

Edexcel A Level Business covers: 

  • Theme 1 – Marketing and people 
  • Theme 2 – Managing business activities 
  • Theme 3 – Business decisions and strategy 
  • Theme 4 – Global business 

Students will sit three external exams at the end of Year 13. Students sit two internal exams Theme 1 & Theme 2 at the end of Year 12 to assess progress and learning made. 


    The Pearson Edexcel Level 3 Advanced GCE in Economics A is structured into four themes and consists of three externally examined papers. Students build knowledge and understanding of core economic models and concepts in Themes 1 and 2, and then build on this and apply their knowledge to concepts that are more complex and models in Themes 3 and 4. Students will need to apply their knowledge and understanding to both familiar and unfamiliar contexts in the assessments and demonstrate an awareness of current economic events and policies. 

  • Theme 1 – Introduction to markets and market failure 
  • Theme 2 – The UK economy – performance and policies 
  • Theme 3 – Business behaviour and the labour market 
  • Theme 4 – A global perspective. 
  • Students will sit three exams at the end of Year 13 


As an Applied General qualification, the Certificate in Financial Studies (CeFS) is primarily designed for students aged 16–19 and introduces personal finance and capabilities. Its purpose is to prepare students for further study through the development of the core skills of critical analysis and evaluation, synthesis, verbal communication (through classroom discussion) and written communication. 

CeFS develops the knowledge and skills required for young people to make informed financial decisions by introducing them to the risks and challenges involved in personal finance and the tools for effective planning. Within this, it provides a solid basis for creating financial inclusion, by exploring social-economic trends and their relationship with an individual’s circumstances and attitudes. In Year 12, students will sit two exams: 

  • Unit 1 - Financial Capability for the Immediate and Short term 
  • Unit 2 - Financial Capability for the Medium and Long Term. 


As an Applied General qualification, the Diploma in Financial Studies (DipFS) is primarily designed for students aged 16–19 and provides an in-depth exploration of the key concepts of financial capability and how they are applied to achieve longer-term financial sustainability.  DipFS builds on the skills and knowledge acquired through successful completion of the Certificate in Financial Studies and extends this to include areas such as financial sustainability within the wider financial services system, and the long-term impact of debt. 

Within DipFS the student explores the political, economic, social, technological, ethical and legal impacts of personal finance in the short, medium and longer terms. Through this, a greater understanding of the impact that global events can have upon consumers and the wider financial services industry is developed. DipFS therefore enhances the ability to make informed financial decisions through effective planning to manage the risks and challenges involved in personal finance. In Year 13, students will sit two exams: 

  • Unit 3 – Sustainability of an individual’s finances 

Unit 4 - Sustainability of the Financial Services System 


Extended Learning

The Business and Economics team believe very strongly in a students’ whole education and so our trips and extra-curricular activities play a large part in the all-round education of students. 


Students between 14-18 years old can take part in a nationwide competition to increase the value of their virtual share portfolio. Groups of 4 students can invest in shares and commodities with the chance to win prizes, whilst understanding the mechanics of changing share prices, and commodity prices. 


Students are encouraged to take part in the National Young Enterprise programme.  The objectives are to set up and run a real business. Students raise capital, sell products/services, run meetings and solve a range of problems a business would face. 


Trips and Competitions

Trips we have run previously: 

Bank of England Presentation and Tour. Students attend the Bank of England and receive a presentation on how the Bank of England ‘Keep an Even Keel’ on the UK economy 

Cadbury World, Jaguar Land Rover & JCB. Students attend Cadbury’s World to learn about the production process and business operations of a global business. Students have a workshop to attend and then a tour of the facility, demonstrating all elements of their production process

Woburn Safari Park. Students attend a marketing presentation by Woburn Safari Park, learning all aspects that the park use for marketing their service to their target market. Students then have a guided tour of the safari park with specialist staff, sharing their wealth of experience of the business 

Business of Wimbledon – KS4/5 (Workshop and Tour). Students attend Wimbledon Tennis Club and spend the day learning about how Wimbledon as a business market themselves throughout the year, attracting tourists globally and running a successful sporting spectacle annually. Students receive a tour of the facility including Centre Court. Finally, student get to experience real world examples of marketing, finance and external influences on the business which actively encourages debate. 

Tutor2u Workshops. Students attend various revision and exam preparation workshops run by Tutor2u who are exam specialists in Economics and Business. 

Revision Workshops

We also offer to take students to externally run revision workshops that we hope will further enhance our students’ examination skills. We give students the opportunity to go to a set of revision workshops that were held at Star City in Birmingham. Students pay for these courses as they are organised and run by private companies but we have attended them in the past and we believe that they provide an excellent, additional experience which complements what we provide for our students in school.