Wesley College

Year 11 Business Technology

11BTEC

Course Description

Teacher in Charge: Ms J. Ah-Sam.

Recommended Prior Learning

EQUIPMENT

Pencil case containing pens – 1x red, 1x blue, 1x black; pencil; eraser; ruler; highlighters (3 min)

Refill pad /folder OR exercise book for notetaking

Diary OR Student Planner

Chromebook – as a minimum. Preferable is a laptop with a minimum of 4GB RAM; 128GB memory, internet capability to connect to School portal to run MS Office suite; mouse (USB or Bluetooth)

USB Flash drive – 128GB is sufficient.

Commerce is the use and exploration of accounting, economic, and business concepts and models to make sense of society and solve problems. In this subject, ākonga will build the knowledge, skills, and values they need to navigate, and participate in, theeconomic world. They will learn how participants in the economic world make decisions, and they will analyse how these decisions impact on sustainability.

Ākonga will learn that decision-making is necessitated by scarcity and that decisions are informed by a variety of cultural perspectives and lenses. Learning and assessment will examine Māori, Pacific, and different approaches to commerce, and business models from whānau and organisation contexts.

Ākonga of Business Technologies:

Have a passion for commerce and business.

Considering running their own business in the future.

Keep up to date with current business events occurring locally, nationally, and internationally.

Read widely to support their subject understanding and knowledge.

Can manage their own online diary/scheduling to meet deadlines.

Can manage their own file management structure – both online and personal/school computers.

Can work independently both in-class and in own time.

Can confidently seek help when needing further guidance/support.

Course Overview

Term 1
Introduction and how do we get what we want?
Business commerce introduction with an overview to increase understanding of how sectors and groups within society are interdependent; that due to scarcity, decisions need to be made; recognising that Māori, Indigenous Pacific knowledges, and other perspectives inform a range of concepts that influence decision-making; exploring how collaboration, such as talanoa and wānanga, may lead to innovation or resolution; investigating how pūtake informs financial and non-financial decision-making and using financial management tool to assist decision-making for financial viability.

Learning covered and work produced contribute directly to the assessment of AS92028 (1.1: Demonstrate understanding of an organisation’s financial decision making) – five credits, assessed internally.

No further assessment opportunities available for this unit.
Final submission of Term 1 assessment due end of Week 2, Term 1.

Term 2
Setting up and preparing to run an organisation
Ākonga will set up and operate their own organisation to take a product to market, completing all elements of the marketing mix to be successful in AS92028 (1.1) and AS92029 (1.2).

Work produced as part of this project contribute directly to the assessment of AS92029 (1.2: Demonstrate understanding of price determination) – five credits, assessed internally.

No further assessment opportunities available for this unit.
Final submission of Term 2 assessments due end of Week 2, Term 3.

Financial Viability
Building on earlier learning, ākonga understand what is necessary for organisation to be financially viable, using financial management tools to assist decision-making for financial viability.

Learning covered and work produced contribute directly to the assessment of AS92031 (1.4: Demonstrate understanding of an organisation’s financial viability) – five credits, assessed externally.

Term 3
Financial Viability
Preparation and collation of resources to support students in the Common Assessment activity of AS92031 (1.4: Demonstrate understanding of an organisation’s financial viability) – five credits, assessed externally.

The Common Assessment Activity occurs at the start of Term 3.

Working Life Skills
Reinforcing vital foundational knowledge, skills and understanding required to be productive within IT working life.

Learning covered and work produced contribute directly to the assessment of US18743 (Level 1: Produce a spreadsheet from instructions using supplied data) – two credits
US2792 (Level 1: Produce simple desktop published documents using templates) – two credits; US5946 (Level 1: Use computer technology to create and deliver a presentation from given content) – three credits.

No further assessment opportunities available for these units.
Final submission of these assessments due end of Week 6, Term 4.

Term 4
Reinforcing vital foundational knowledge, skills and understanding required to be productive within IT working life.

Learning covered and work produced contribute directly to the assessment of US18743 (Level 1: Produce a spreadsheet from instructions using supplied data) – two credits
US2792 (Level 1: Produce simple desktop published documents using templates) – two credits; US5946 (Level 1: Use computer technology to create and deliver a presentation from given content) – three credits.

No further assessment opportunities available for these units.
Final submission of these assessments due end of Week 6, Term 4.

Learning Areas:

Technology

Assessment Information

There will be no further assessment opportunities for all Business Technology units.

Commerce is a foundational subject that prepares ākonga for further specialised secondary school study. At NCEA Levels 2 and 3, Commerce branches into Accounting, Agribusiness, Business Studies, and Economics. Studying Commerce will provide ākonga with a broad financial knowledge base to draw from in a variety of roles and organisations in the future.

Understanding financial viability and decision-making processes are essential for operating small businesses. This is equally true of both the continued operations of established businesses and the founding of new ventures. Beyond the operation of businesses, ākonga will have opportunities to develop deeper connections with personal financial capability, and a greater understanding of the financial concepts they encounter in their daily lives.

Exploring the role of pūtake in business operations will have ākonga weigh financial information against social and cultural factors. This experience with complex problem solving can be applied in fields such as governance, community organisation, and project management.