Have you ever played Bingo? You may have played it at your local bingo hall or have even played Telly Bingo from the National Lottery. However, did you know that playing Bingo with students is an excellent way to develop their subject-specific vocabulary and improve their oral and written literacy? Given the huge amount of new terms that students encounter when they begin to study Business Studies, it can be a great way to learn new words in a fun way.
Teachers can create Bingo cards using online tools such as My Free Bingo Cards. Teacher bingo calling cards are created as well as student cards. Students will start with a grid filled with terms. The game can then be played in a variety of ways:
Below are links to some pre-generated bingo cards for chapters in 'Time for Business'. When you click on the links below, select the 'Print 30 Free Cards' link. If you plan on playing Bingo with students each year, you might consider laminating the student cards so they can be reused in the future.
Chapter 1: Making the most of your resources
Chapter 2: Household Income
Chapter 3: Household Expenditure
Chapter 4: Financial Planning for Your Future
Chapter 5: Household Budgets
Chapter 6: Recording Income and Expenditure
Chapter 5: Household Budgets
Having completed the previous chapters on household income and expenditure I decided to move straight to the section on household budgeting. It just seemed more logical to tackle the chapters in this order…or maybe it was just force of habit.
Learning Outcome 1.12 appears the most relevant here: “prepare and analyse a budget, determine the financial position, recommend appropriate action and present the analysis in tabular and graphic formats." (See the separate blog on LO. 1.12 for further discussion of this topic)
For those who’ve been teaching the previous, pre-2016 Business Studies syllabus, there is plenty of familiar material here, but the new specification has a distinct change of emphasis when it comes to the topic of household budgeting. While the ability to prepare a budget is an important skill, there seems to be a much greater focus on analysis and interpretation of the financial plan. A capacity to critically analyse and ‘make sense of’ the figures is much more in keeping with the spirit of the new specification. The references to ‘determining the financial position’ and ‘recommending appropriate action” provide strong and obvious clues to the shift in emphasis. There is also a requirement to use appropriate tables and/or charts to illustrate key patterns and findings and this is certainly a new departure from the more numerate approach of old.
I began by sticking to the ‘old stuff’ and consolidating the material from previous income and expenditure chapters. Students again seemed to enjoy the ‘doing’ and ‘calculating’ part of this topic and most were soon able to complete the question templates with both speed and accuracy. The Student Activity Book (SAB) provided plenty of questions for students to practise and develop their skills. As ever, the final three lines of the ‘traditional’ household budget cause a few problems... both with understanding and with application, but a step-by step walk-through of one question resolved most issues. Further practice and a handful of one-to-one explanations helped clear up the rest.
I made a point of focusing on the ‘budget outcomes’ for each activity. After a few unsuccessful and ‘experimental ad lib’ attempts in class (that’s code for winging it!), I retrospectively generated a worksheet to guide student thinking for budget analysis. In hindsight it might have been helpful to include this in the SAB or Teacher Resource Book (TRB), but the need wasn’t as obvious at time of writing and really only became more apparent as students began to engage with the material. I suppose that reflects a major benefit of being both an author and a practicing teacher and having learned from the experience I am at least in a position to pass on my insight.
When analysing the household budgets I used the worksheet to focus student thinking on the key issues and insisted that they provide evidence to support all of their answers. A copy of this worksheet is available to download at the end of this post.
We next tackled some revised budget questions. We made a decision to include these in the book because they reflect the dynamic nature of household financial planning. They enable students to clearly see the need to adapt household planning in order to produce a budget which is appropriate to the changing financial circumstances of a household. Similar thinking can be applied to the inclusion of budget comparison statements which again reflects the link between planning and the financial reality facing a household. In the context of the learning outcome, having analysed the financial position and found the budget to be unrealistic the recommended course of action must surely be to prepare a revised budget which is more in keeping with the households financial circumstances.
Introducing a digital element…
In the past I would never have used ICT to teach this topic; let’s face it, there was never any need or encouragement to… but this new specification sometimes requires, and often promotes the use of digital elements. So, I took the class to the computer room for two forty minute periods. I prepared for the class by pre-saving a blank budget template in the dropbox on the school server. I used the Morgan budget on page 36 of the SAB. All students were able to access this file and I showed them how to enter data and to create formulas in order to calculate totals, net cash, opening cash and closing cash etc. Most students were excellent at this and I really was pleasantly surprised as how quickly they mastered the technology (only two had used Microsoft Excel previously). Many students were able to work ahead of my explanations, which I delivered via digital projector, and this allowed me to engage in small group work with the remainder. By the end of the classes all students were capable of correctly completing a digital version of the Morgan and El Masri budgets. Had time (and computer room access) allowed I would certainly have availed of this technology to help with the section on revised budgets. The fact that the digital version updates all the calculations whenever a number is changed makes it ideal for revised budgets, but at least students were able to engage with the technology and appreciate its benefits. I will definitely make more use of this approach when teaching this topic next time round.
* I am aware that there is a digital resource which can be used to generate pie charts from a given set of figures. It was developed for use with an Edco maths book. I had an opportunity to try it out while writing the textbook. I will enquire again about having it added to our digital resources. There may also be some free resources available online.
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