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The two learning contexts provide practical opportunities and environments in which students can develop and apply the skills, knowledge, understanding, and capabilities required to add value to a range of businesses.
Start-up business
In the start-up business context, students develop and apply their understanding of the learning strands through the context of a start-up business or a new product, service, or process. Through design thinking and assumption-based planning tools such as the Business Model Canvas, students engage in the process of identifying, exploring, and communicating the market potential of a product, service, or process, or viable new global and local business. Students may propose, develop, and test new products, services, or processes, or they may establish their own start-up business.
Existing business
In the existing business context, students develop and apply their understanding of the learning strands through the context of an existing business, product, or service. Teachers may present problems or scenarios relating to an existing business, product, or service, or they may choose to enable students to engage directly with local businesses.
Through a structured approach to business improvement and change management, students engage in the process of identifying new opportunities while exploring and communicating the costs and benefits in terms of the overall business model. Where students have established their own business, this may form the focus of study in this context.
Stage 1 Business Innovation is a 10-credit subject and is studied through the following two contexts:
Through these contexts, students develop and apply their understanding of the following learning strands:
Students gain an understanding of fundamental business concepts and ideas, including:
This understanding is developed and applied through each of the learning strands.
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