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Effective Learning and Teaching in Scottish Secondary Schools: Business Education and Economics

3 PROVISION, UPTAKE AND ACHIEVEMENT IN SCHOOLS

3.1 Business education in most schools can be summarised as follows: some form of short course for some or all pupils in S1/S2; two or three choices from Standard Grade courses in OIS, accounting and finance or economics in S3/S4; and in S5/S6, at least two choices from Higher Grades in Secretarial Studies, Accounting and Finance, Economics and MIS. A few schools have also offered Certificate of Sixth Year Studies courses. Most departments offer a range of National Certificate modules to enrich the opportunities available to pupils from S3-S6.

1995

S1/S2

3.3 Most schools recognise the contribution which can be made by the business studies department to their S1/S2 common course. The nature of this contribution varies and depends on the curriculum policy of the school and the inclinations and skills of the business studies department. Most business studies departments offer keyboarding, economic awareness, or a taster course in business studies. The time allocated usually varies between 20 and 40 hours over the two years, although some departments offer a much longer course.

3.4 Most of the schools which offer a business education course concentrate on keyboarding and simple text handling. Almost all of these courses begin with familiarisation of the keyboard and accurate input training. Most move on to elementary aspects of word processing, such as the creation, amendment and storage of text. Some schools, which are more forward looking, offer a course in information technology, which builds on the work begun in primary schools through the implementation of the National Guidelines for Environmental Studies 5-14. These courses include a wider range of information technologies, including desk top publishing and information handling, and encourage the collecting, organising, displaying and interpretation of information through the use of databases and spreadsheets. One school described its contribution to an S1 information technology course as being to:

3.5 Good departments are clear about the aims of their information technology course and ensure that they give pupils sufficient time to meet these aims. In one school where insufficient thought had been given:

3.6 Some schools offer an S2 class in economic awareness or business studies in addition to a keyboarding course, or as an alternative to it. Although all business studies departments which do this see it as a way to allow pupils to sample one or more of the subjects which are offered in S3, better departments make sure that the course is intrinsically worthwhile and contributes to the general education of those pupils who do not wish to continue with a business education subject to Standard Grade. In one school where this had been done:

In another school where little real thought had been given to the course, other than to get pupils into the department in S3:

3.7 Even good departments have taken little account yet of the National Guidelines for Environmental Studies 5-14, which include a set of attainment targets for Information Technology' and Understanding People in Society. Business studies departments have a contribution to make to the effective planning and implementation of Environmental Studies 5-14 to ensure continuity in learning between P7 and S1. Effective departments can offer a realistic business context for software applications and they offer pupils the opportunity to gain skills in presentation, layout, organisation, planning and effective keyboarding techniques. The contribution which business studies departments can make to the teaching of Understanding People in Society should not be undervalued, helping pupils, as it does, to gain a valuable insight into economic concepts which cannot be easily gained elsewhere in the curriculum.

S3/S4

3.8 Business education appears in two different forms in S3/S4: 3 subjects are offered as full Standard Grade courses in one or more of the option columns; and, in a large number of schools, a short course is available to every pupil, contributing to the Technological Activities and Applications mode.

Option structures

3.9 In the context of the SCCC's Curriculum Design for the Secondary Stages and the number of business education subjects available, schools have to consider where to place OIS, accounting and finance, and economics in the option structure. The common answer is to place OIS, which fulfils fully the requirements of the technological activities mode, in the 'technology column' and also in another, which contains a variety of subjects from several modes. Accounting and finance frequently appears in one or other of these columns. Despite fulfilling the requirements of the social subjects mode, economics is rarely grouped with the other social subjects and is often placed in the mixed-mode column. Schools which adopt an 8 column structure offer additional flexibility, which permits many pupils to select more than one of the business education subjects; it encourages more pupils to take up the business education subjects; it increases the viability of the subjects through increased class sizes; and it offers pupils a more broadly-based curriculum. In an increasing number of schools, National Certificate modules are offered by business studies departments to meet the wide range of pupil needs and to allow those who do not wish to take a full Standard Grade course to go some way towards meeting the requirements of the Technological Activities and Applications mode.

Standard Grade

3.10 Three Standard Grade courses are offered in S3/S4: OIS, accounting and finance, and economics.

3.11 In OIS the knowledge, skills and processes contained within the course objectives are classified under three headings: Knowledge and Understanding, Keyboard and Word processing Skills, and Handling Information. These are the elements of the course in which pupil performance is assessed and reported upon. The course objectives are stated in more specific terms and related to the assessable elements in the Arrangements documents for Standard Grade. Assessment is based on Grade Related Criteria which define performance for each of the three levels in each element of the subject. Two of the assessable elements, Knowledge and Understanding, and Keyboard and Word Processing Skills are assessed externally with the third element, Handling Information, being assessed internally with external moderation. The overall award is the mean of the element grades, each element having equal weighting.

3.12 In accounting and finance the four accounting concepts identified in Statements of Standard Accounting Practice 2, issued by the Accounting Standards Steering Committee, are: going concern, accruals, consistency and prudence. They are applicable to most of the 10 key areas, representing broad areas of content, and permeate the course. The concepts are assessed in Knowledge and Understanding, Handling Information and Practical Abilities. These concepts and key areas are stated in more specific terms, and are related to the assessable elements in the Arrangements documents for Standard Grade. The elements Knowledge and Understanding and Handling Information are assessed externally, with Practical Abilities being assessed by the teacher. The overall award for the subject is the mean of the element grades, each element having equal weighting.

3.13 In economics the four key concepts underlying the course are scarcity, allocation, distribution and efficiency. The key concepts are assessed through Knowledge and Understanding, Evaluating and Investigating. These key concepts and fields of study are stated in more specific terms, and are related to the assessable elements in the Arrangements documents for Standard Grade. The elements Knowledge and Understanding and Evaluating are assessed externally, with Investigating being assessed internally by the teacher. The overall award for the subject is the mean of the element grades, each element having equal weighting.

3.14 Business studies departments typically offer either two or three Standard Grade courses. In 1995, 64 secondary schools offered one subject, 181 offered two and 106 offered three. Departments which offer all three Standard Grade courses and a variety of National Certificate modules put considerable demands on their staff: it is difficult for teachers to keep up to date in all subjects and to find sufficient time to adjust teaching approaches and teaching materials .

3.15 In 1995 some 31% of pupils in S3 and S4 chose to study one or more of the business studies subjects offered at Standard Grade and some pupils studied more than one subject; 24% of the S4 cohort were presented for Standard Grade OIS, 8% for accounting and finance and 3% for economics. Business education subjects are more popular with girls, who constituted 75% of pupils choosing one or more of the subjects, not only as might be expected in office and information studies [85% female] but also in accounting and finance [56% female]. Only in economics do males predominate [57%]. The numbers of pupils taking SCOTVEC National Certificate modules covering the full range of business studies subjects has continued to increase over the years.

3.16 Despite the healthy picture represented by these figures for business education subjects there has been a steady decline in the number of presentations over recent years in all three subject areas. This has been a cause for concern to many departments.

PRESENTATIONS IN STANDARD GRADE/ORDINARY GRADE

3.17 Since 1987, there has been an overall decline of 29% in the number of presentations in the business education subjects at Standard Grade, with a decline in accounting and finance of 49%, in economics of 43% and in OIS of 10%. Over the same period, the number of pupils in secondary schools has fallen by 19%.

3.18 The number of pupils taking the business education subjects has fallen, not only because of a decline in the number of candidates, but largely because of the lack of availability of Standard Grade examinations in S5. In addition a number of other subjects have been introduced to the curriculum and these have generally increased in popularity with presentations in them virtually doubling in the period. Recent indications suggest that, with the transfer from Ordinary Grade to Standard Grade now complete, this decline may be ending although the number of presentations in accounting and finance continues to fall; however, the number of National Certificate modules taken by pupils in business studies departments is increasing. It may well be that by offering too many subjects the viability of one or more becomes doubtful. Departments sometimes try to maintain pupil numbers by offering the most popular subject(s) each year. The resulting lack of continuity often leads to further long term decline. Departments should consider a rationalisation of subjects.

S5/S6

3.19 In S5 and S6 the position is similar to that in S3 and S4. Departments can offer four subjects at Higher Grade; secretarial studies with word processing, accounting and finance, economics and MIS. In addition many departments offer a range of National Certificate modules in text and word processing, accounting and economics.

Higher Grade

3.20 After the introduction of the three Standard Grade courses, all existing Higher Grade and CSYS courses were reviewed or new courses introduced to ensure continuity and progression. The work undertaken by SCOTVEC and SEB to identify groups of modules which equate with Higher Grade courses and can be used either as an alternative or as a stepping stone to them, has helped departments to meet the needs of a wider range of pupils now staying on in S5 and S6.

3.21 Higher Grade Secretarial Studies develops the keyboarding and word processing skills and the knowledge and understanding gained at Standard Grade in OIS. This is achieved by increasing the complexity of the task completed, the degree of skill demonstrated, the rate of work and the accuracy of performance. Skills are developed in an integrated way. As in the other business education subjects, the demands on pupils are significantly greater than those required at Standard Grade. Assessment in the Higher Grade examination is external and consists of two word processing papers, a multiple-choice paper and an essay paper in office practice.

3.22 Higher Grade Accounting and Finance has 16 key areas covering both financial and managerial accounting, so that it articulates with, and extends, the work done at Standard Grade. Assessment is external and consists of three papers; one paper in financial accounting, one in cost and managerial accounting and a computer-based assignment. The Certificate of Sixth Year Studies course concentrates on the concepts introduced at Higher and places a greater emphasis on performance measurement and evaluation. It also tries to develop an enquiring attitude, analytical and interpretative skills, and an awareness of the different aspects of an accountant’s work and of current issues in accounting and finance. It fosters the ability to work independently. Assessment is by means of two papers and a dissertation, all of which are externally assessed.

3.23 Higher Grade economics builds on the knowledge, understanding, analysis, evaluation and problem solving, which were developed at Standard Grade. However, greater emphasis is placed on the application of economic reasoning and on the dynamic nature of economic issues. Assessment is external and consists of an essay paper, two data interpretation exercises and a multiple-choice paper. The Certificate of Sixth Year Studies course concentrates on the concepts introduced at Higher to ensure a greater and deeper understanding of current economic issues, rather than on the acquisition of new theories and analytical techniques. Assessment is by means of two papers and a dissertation, all of which are externally assessed.

3.24 The development of Higher Grade and Certificate of Sixth Year Studies MIS courses resulted from the growth of interest, in recent years, in management ideas, principles and practices. The courses focus on the factors influencing decision-making and on the human aspects of management. They help to develop analytical and decision-making skills. The Higher Grade course consists of four areas of study, each of which is divided into main themes and constituent parts. The areas of study are: managers as decision makers, effectiveness, information management, and management decision areas. The skills to be assessed are grouped under three headings: knowledge and understanding, problem-solving and decision-making, and investigating. Assessment is external and consists of an essay paper, a case study and a project. The course and examination at CSYS are constructed on a basis similar to Higher Grade, with the exception that the project is replaced by a dissertation, which focuses on a topic of interest for the candidate which is relevant to a field of management study.

3.25 Most commonly, business studies departments offer either two or three of the four Higher Grades available. In 1995, 80 business studies departments offered one subject, 104 offered two, 123 offered three and 89 offered four. In addition, departments offer an even greater range of NC modules than in S3/S4. Departments which offer three or four Higher Grade courses to meet the preferences of all pupils require a very wide range of subject expertise from their teachers. In addition, many find it difficult to keep classes in all four subjects viable. Departments should consider reducing the number of subjects offered to increase the viability of subjects and also to allow teachers to build up greater expertise in the subjects offered.

3.26 In 1995 some 15% of pupils in S5 and S6 chose to study one or more of the subjects offered by business studies departments and some studied more than one subject; 8,682 candidates studied one subject, 1,148 studied two, 66 studied three and two studied four. At Higher Grade, business education subjects remain more popular with girls, who constituted 68% of pupils choosing one or more of the subjects. In secretarial studies 95% of pupils are female, in MIS 66%, in accounting and finance 53% and in economics 45%. The decline in the percentage of female pupils between Standard Grade and Higher Grade is due largely to the decision of many pupils not to move from OIS to secretarial studies.

3.27 Overall the number of presentations in the business education subjects at Higher Grade has remained virtually static since 1987.

Presentations in Higher Grade

3.28 The most popular subject is secretarial studies with word processing, followed by MIS, then accounting and finance and lastly economics. The number of presentations in the three subjects available in 1987 increased until 1989, and since then all three have declined in popularity; accounting and finance by 40%, economics by 42% and secretarial studies by 24%. The introduction of MIS has largely offset the decline in the other three by bringing in extra pupils who do not find them appealing, but has possibly contributed in part to the decline of economics and accounting and finance by offering a very attractive and ostensibly less specialised Higher, especially to pupils selecting a crash Higher in S6.

3.29 In a number of schools the decline in the number of pupils taking one or more of the business education subjects has threatened the viability of at least one of the subjects offered by the department. This has resulted in good departments examining what they offer and rationalising their provision, basing their decision on the long-term interests of pupils and the expertise of staff. Some schools prefer to decide on an annual basis which subjects to offer, especially where the headteacher feels unable to allow a period of time to build up the numbers of pupils. This is rarely successful, removing from pupils and their parents the certainty that a particular subject will be offered. The result is often a further decline in the number of pupils interested in any of the subjects offered by the department, with pupils and parents unwilling to select a subject at Standard Grade without being sure that it will be offered at Higher Grade two years later. Pupils must know that, if they begin a course in S3, there will be a Higher Grade course available for them in S5.

3.30 One unusual characteristic of the business education subjects is the flexibility which they offer to pupils. Many take them up as crash Highers, especially in S6, or take a Standard Grade in S4, drop the subject in S5 and then return to take a Higher in S6. Without this, the decline in the number of presentations would be more worrying. Overall 52% of candidates at Higher Grade are in S6 and in MIS and economics the proportion of candidates coming from S6 is very marked. The number of pupils sitting CSYS in any business education subject is very small partly because the high proportion of S6 presentations at Higher Grade makes it difficult to run viable classes for CSYS in many schools. Another possible reason is the lack of teachers available because of the extensive range of subjects offered at Higher Grade.

3.31 The increase in the number of pupils staying on at school in S5 and S6 has put pressure on schools and departments to offer an appropriate curriculum. The introduction of modules to the curriculum of the upper secondary school has helped many departments to meet the needs of a wide range of pupils for whom Higher Grade examinations are inappropriate. It has also been useful to enrich the curriculum of more able pupils. Understandably, many teachers wish to ensure that those who are capable of taking a Higher Grade examination are able to do so, and many parents are anxious to encourage their children to obtain the maximum number of passes. However, there are many pupils for whom Higher Grade examinations are inappropriate as they have little chance of success. Statistics showing the success of pupils at Higher Grade in S5 in 1995 compared to the grade they attained in the corresponding Standard Grade in 1994 are shown below.

Figures are rounded to the nearest whole number and might not add to 100%.

Pupils who obtained an award at grade 1 in any of the three subjects at Standard Grade had a very good chance of achieving a pass in the corresponding Higher Grade; thereafter the likelihood of success decreased as the grade obtained at Standard Grade declined. Few departments calculate this data for their own pupils and convey it to the pupils or their parents, and even fewer try to relate achievement in individual elements at Standard Grade to success in Higher Grade. Figures are not available for MIS because there is no directly comparable course at Standard Grade. With the advent of relative ratings, national comparison factors and value added tables, good departments are becoming more perceptive in evaluating both the departmental and the individual pupil's performance. Analysis of the national statistics and candidates’ performance in the different elements of Standard Grade can give a great deal of evidence to help adapt learning and teaching to improve the chance of success.

National Certificate in S5/S6

3.32 Good departments have reflected on how best to use National Certificate modules to meet the needs of pupils. They are commonly used to match the needs of those who had achieved at General or Credit levels at Standard Grade and either did not intend to take Higher Grade examinations or wished to take them in S6. Carefully chosen modules proved a good stepping stone to Higher Grade in some departments. In addition, modules in text processing and word processing provide a practical route, developing useful vocational skills, for those for whom a Higher Grade Secretarial Studies is too difficult. These modules are also useful to pupils wishing, for personal reasons, to acquire keyboarding and word processing skills.

3.33 The number of modules taken in schools in 1994-95 is shown in the following table.

National Certificate Modules in Business Education Taken by School Candidates - 1994-95

As can be seen the most popular modules are those in text processing and word processing followed by accounting and finance.

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