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1. INTRODUCTION
The last two years has seen the first cohort complete the new suite of GCSE subjects. Whatever changes and suggestions lie ahead it would seem reasonable to assume that the current specifications will be with us for a few years and therefore it would now be appropriate to reflect on issues revolving around improving the effectiveness of GCSE Business Studies teaching. In this series of three articles, topics such as improving exam performance, coursework, and using pre-released material will all be covered. Although these articles are aimed primarily at new and recently qualified teachers, it is hoped that there will also be something of use to the experienced teacher on the look out for suggestions and ideas.
2. ASSESSMENT OBJECTIVES
Whichever specification is being followed it will have a table at the front of the publication identifying how the four assessment objectives of Knowledge and Understanding, Application, Analysis, and Evaluation are to be addressed across the assessment components. Although the total mark allocation will be evenly spread across four objectives there can be substantial differences between the components. Edexcel, for example, test knowledge and understanding through coursework whereas for OCR and AQA the knowledge and understanding marks for coursework are substantially reduced, or zero. The questions set and the mark schemes applied are based on these weightings so it is important to know where the examiner is coming from if the correct guidance is to be given to pupils.
3. EXAMINATION FEEDBACK
Having just completed the first cycle of paper setting, marking and grade awarding there are certain lessons that can be learnt. Firstly the best candidates are those who have not only learnt their theory but can also empathise with the scenarios used as the basis for most examination questions. Having taught for a time in a popular tourist area, all the GCSE students had part time or seasonal jobs and my strong memory is of their vivid experiences in tackling the importance of induction training. Empathy will not come out of learning theories. It requires students to be placed within business situations, cither through case studies, tasks, or role-play type activities. The confidence gained in making and defending decisions will mean students are well prepared to argue particular courses of...