L3 EXTERNALS WORKSHOP June/ July 2013 Sue McVeigh Commerce Facilitator

1. L3 EXTERNALS WORKSHOP June/July 2013 Sue McVeigh Commerce Facilitator

2. The Externals2012 results

3. Relationship to University Entrance Level 3 Achievement Standards that contribute towards the 10 credits (5 credits in reading and 5 credits in writing) required to meet University Entrance literacy requirements from 2014.

4. Do your L3 Business students know That, while it is an approved university entrance subject, Auckland University does not yet recogniseBusiness Studies as an approved subject for entry? This is because the subject lacks maturity. It would seem it would not be recognised until 2015 entry at the earliest.

5. To be in the best position to achieve high level credits in the L3 externals, teachers must ensure their teaching and learning programmes are strongly instilled with the L3 “big ideas”.

6. The Business Studies curriculum is based on 4Big Ideas

7. Of these, sustainability and globalisation are particularly prominent in the topic and sub-topic lists in the Curriculum Guide.

8. Also consider the Level 8 Curriculum themes

9. And the relevant Learning Objective • LO 8-1: Analyse how and why New Zealand businesses operating in global markets make operational and strategic decisions in response to interacting internal and external factors.

10. Global context Forget, for now, what is in the externals? What key language would you consider essential for students to have a thorough understanding of a business operating in a global context? What key concepts/language would students need?

12. Do you have students who have not taken Business Studies at Levels 1 or 2?An introductory unit will be necessary.

13. Drilling down into the Curriculum

14. AS 3.1 Demonstrate understanding of how internal factors interact within a business that operates in a global context

15. From the Curriculum Guide , pg 78

16. Advice from 2012 Assessment Report • Students who gained Excellence in 2012 in this standard: • Attempted all questions • Fully explained key ideas and strategies by stating a correct idea and then demonstrating understanding by illustrating the importance of that idea in a business context and then the impact on the business and its stakeholders

17. Used terms provided in the questions for scaffolding purposes to develop their answers • Included relevant business knowledge [accurate language] in their explanations to expand their answers such as comments on productivity, revenue, market share, profit

18. Evaluated how internal factors interact within a business clearly. Justifications added new relevant information to justify answers, rather than repeating earlier comments • Integrated business knowledge in their answers

19. The 2013 Specifications state: For 3.1 (and 3.2) Candidates will be expected to refer to an actual example of a New Zealand-registered business operating in a global context that they have studied during the year.

20. Also in the Specifications: Students must bring a ruler and a calculator. The latter would only be necessary for investment appraisal calculations.

21. AS 3.2 Demonstrate understanding of strategic response to external factors by a business that operates in a global context

22. From the Curriculum Guide , pg 80

23. Advice from 2012 Assessment Report • Students who gained Excellence in 2012 in this standard: • Attempted all questions ~ it is part (c) that requires students to demonstrate their understanding of a strategic response; without an answer for (c) the student cannot pass the standard

24. Fully explained a strategic response to an issue • Fully explained the impacts, positive and negative, to business and/or host countries • Used relevant business terms as appropriate • Integrated business information and terms to responses

25. Added new information to the justified conclusion that had not been used in previous explanations “Many candidates did not appear to understand what a multi-level response was to an issue and did not refer to size, scope and time frame in their answers, even though this was indicated in the questions. Some candidates failed to understand the difference between cultural intelligence and cultural sustainability and answered using the wrong definition.”

26. And remember: For (3.1) and 3.2 Candidates will be expected to refer to an actual example of a New Zealand-registered business operating in a global context that they have studied during the year.

27. Tips and tricks from those who teach 3.2 Discussion

28. AS 3.3 Apply business knowledge to address a complex problem(s) in a given global business context. The conceptual requirements of 3.3 are dependent on the “content” of 3.1 and 3.2. Consider how you will address this if you are not offering one of these earlier externals.

29. From the Curriculum Guide , pg 82

30. Advice from 2012 Assessment Report • Students who gained Excellence in 2012 in this standard: • Demonstrated a sound and thorough use of business theory in discussion • Demonstrated an excellent understanding of business concepts and fully integrated this into their answers • Fully explained causes, effects and solutions of the given problems

31. Clearly and fully explained the effects on the named business • Provided new and relevant information in the justification of the recommendation

32. “Candidates who performed well integrated case study material to demonstrate a comprehensive understanding of business knowledge. Candidates who did not perform well were unable to use basic business terms to explain causes, effects and solutions to problems. Many did not relate their answers to the given business. Answers were often general and demonstrated little understanding of business concepts.”

33. Tips and tricks from those who teach 3.3 Discussion

34. Maori Business A Māori business is a business that identifies itself as a Māori business. It will be owned by Māori and may be predominantly staffed by Māori. Typically, it will strongly value Māori culture and tikanga. Part of its kaupapa may be to support particular outcomes for Māori, and te reo may often be used in workplace interactions. Curriculum Guide Image from maori.org.nz

35. Incorporating Maori concepts Every achievement standard has a statement such as

36. What are the concepts? • Kaitiakitanga – guardianship of resources • Putaki – origin or reason for being (similar to vision statement) • Rangitaratanga – leadership or authority • Tikanga - ethical framework underpinning customs, systems, processes and appropriate behaviours (similar to a mission statement) • Turanga - legal framework of a company e.g. limited liability however in a Maori context this is complicated by dual ownership of communal assets e.g. land Fuller interpretations appear in the Curriculum Guide

37. 2013 specifications in relation to the Maori concepts Level 1 A specific Māori concept relating to business, Rangatiratanga, will be examined in 2013. The overarching principals and concepts of Rangatiratanga are exercise of leadership, authority, guardianship and ownership rights – particularly focused on resource production, utilisation and management for current and future requirements. This includes strategic development and oversight, relationship development and maintenance, problem-solving, conflict resolution and peace-making, adaptation, risk analysis and management.

38. Level 2 Māori concepts that relate to business may be assessed. Where this occurs, candidates will be given a definition or explanation of the term in the examination paper, and they will be required to apply or explain the concept in relation to a specific business context.

39. Level 3 A specific Māori concept relating to business, Pūtake, will be examined in 2013. Pūtake: The origin or reason for being – Every business has a reason for being. Many Māori businessesexist for the same reason as other businesses; that is, they are there to provide goods or services at a profit and to enrich the business owner(s). A significant number, however, have very different reasons for being – reasons that are associated with collectively-owned resources (such as land, tribal estates)and / or whakapapa-based groupings, such as whānau, hapū and iwi. Such businesses can encounter legal, cultural, and business complexities that are not experienced by mainstream businesses.

41. How do you weave the Maori concepts through your course? What Maori businesses are you, or could you, be using as case studies? Several Maori Business resources have been filed at the Social Sciences wikispace. Details about this wiki appear later in this presentation.

42. Raising student achievement through Literacy

43. Consider the new ~ subject-specific ~ language students of Business Studies have to cope with …

45. Embedding the subject-specific words • Glossaries • Keep applying key concepts to any section of work • Highlight the terminology and concepts and specifics in an answer • Get them to make flash cards/revision cards or quizlets

46. Quizlets A great interactive way to create glossaries for students to use alone, in pairs, with parents, 24/7! Jennie England from Waiheke High School has created many for us! http://quizlet.com/Jennieengland

47. The general Quizlet site is http://www.quizlet.com/. There are hundreds of glossaries that can be accessed by doing a “business studies” search in the quizlet site. Be aware though that not all will be relevant to our NZ curriculum.

48. Surface vs Deep Literacy Quizlets and other such consolidation and revision techniques are fine, but ensure you give frequent opportunities for students to create deep and challenging writing tasks.

49. Academic language