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Skills that use Planning and organising for different purposes, audiences and context

1. Extended evaluative writing on business issues

   Assessed: In the exam and in coursework (NEA)

   Learners write short and extended answers that apply knowledge to business situations and reach judgements. AO3 (analyse, evaluate, judge) is 25% of the qualification across all four units.

   Literacy: Planning and organising for different purposes, audiences and context, Connectives and syntax

   Getting pupils ready

   Year 7

   Pupils write one paragraph explaining whether a new café would do well on Aberdare's Commercial Street, using 'because' and 'therefore' to link each reason to a result.

   Year 8

   Pupils write a two-sided answer on whether a local bakery should switch to eco-friendly packaging, giving an advantage, a disadvantage and a final judgement.

   Year 9

   Pupils answer a 'recommend' question on a short case study of a Rhondda Cynon Taf business, weighing two options against its aims and justifying one in a conclusion.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.1 Assessment objectives, AO3, page 39

   “Analyse, evaluate, or make judgements on business issues using business concepts, theories, and business data”

   Progression step 3

   • I can adapt my writing style and structure to suit the audience, purpose and context, e.g. suitable balance between facts and viewpoints, a precise conclusion.

   • I can use paragraphs and make links between them.

   • I can use an increasing range of connectives to organise my ideas in sentences, paragraphs and whole texts.

   Progression step 4

   • I can use summary, discussion of issues, detailed explanations and logic when covering a topic.

   • I can organise and construct my writing effectively, connecting and developing my ideas for a range of different contexts.

   • I can use a range of connectives specifically when organising my ideas in whole texts for different purposes.

   Progression step 5

   • I can write extended pieces which include detailed evidence and information for different purposes and audiences within and across different disciplines.

   • I can organise writing in an appropriate form, ensuring content is detailed within and between paragraphs or sections, developing and sustaining ideas coherently.

2. Planning and redrafting a business report

   Assessed: In coursework (non-examination assessment, NEA)

   In Unit 4 learners plan an entrepreneurial activity and write a report covering the proposal, completed over 8 hours in one or several sessions. Unit 2 is also a report written over 5 hours.

   Literacy: Planning and organising for different purposes, audiences and context, Proofreading, editing and improving

   Getting pupils ready

   Year 7

   Pupils plan a one-page proposal for a new tuck shop product under the headings product, price and target customers.

   Year 8

   Pupils draft a short report on a mini-enterprise stall, then redraft it after peer feedback, checking the spelling of key business terms.

   Year 9

   Pupils write a sectioned report on a Christmas enterprise project over several lessons, keeping a plan and redrafting each section against a checklist.

   Show the specification wording and the LNF statements

   Where it is in the specification: Section 3.2 Arrangements for non-examination assessment, Unit 4, page 40

   “use the research to produce a report that covers key aspects of their proposal.”

   Progression step 3

   • I can explore different ways to plan, draft and present my work appropriately.

   • I can use and adapt different structures within my writing, e.g. reporting an event, investigation or experiment.

   • I can reflect on, edit and redraft to improve the quality of my expression, and use a range of strategies to ensure greater clarity.

   Progression step 4

   • I can select and use appropriate strategies to plan and develop my writing for different purposes and audiences.

   • I can use paragraphs and sections to give coherence to longer pieces of writing.

   • I can improve writing through independent review and redrafting.

   Progression step 5

   • I can select and use appropriate strategies to plan and develop my writing for a challenging range of different purposes and audiences.

   • I can improve the content, structure and accuracy of my writing through critical reflection, review and editing, responding constructively to feedback.

Source: WJEC GCSE Business specification, Version 4, September 2025 (teaching from 2025, for award from 2027).