Social Studies

Through Social Studies lessons, students learn about the world around us. Social Studies comprises of the following subjects:

  • KS3 – Geography
  • KS4 – Business, Geography, Health and Social Care, Sociology
  • KS5 – Business, Economics, Geography, Health and Social Care, Sociology, Psychology


  • Faculty Leader/Teacher of Sociology – Jessica Sutheran
  • Subject Leader Geography – Kim Irving
  • Subject Leader Health and Social – Ben Chester-Brown
  • Subject Leader Psychology/Deputy Head of Sixth Form – Jenni Thomas
  • Subject Leader Business – Julie Detheridge 
  • Subject Leader Economics – Alex Handy
  • Subject Leader GCSE Sociology – Habon Barreh
  • Teacher of Geography/Assistant SENCO – Lizzie Charters
  • Teacher of Geography – Alex Knuckey
  • Teacher of Business – Anna Warner
  • Teacher of Business – Andy Davoile
  • Teacher of Social Studies – Sarah Williams




Within the Geography curriculum students consider a range of topics that shape them into future citizens. As such our students leave as reflective practitioners, building confidence in their understanding of the world around them, allowing them to confidently express informed opinions by critiquing, evaluating and analysing current issues affecting our planet. As such all students leave understand their social responsibility at a local and global scale preparing them for their future in the wider world.

Year 7

What topics will I learn in Year 7 Geography?

Autumn TermSpring TermSummer Term
Why do people live in inhospitable environments? Students embed the map skills they are taught through the exploration of inhospitable places around the world.Why are people scared of the coast? Students study the key process that shape the coastline and how the impacts of these can cause detrimental effects to people, the economy and the environment.Why are people starving?
Students explore the issue of food and malnutrition across both LICs and HICs to consider the similarities and differences between the two.

Year 8

What topics will I learn in Year 8 Geography?

Autumn TermSpring TermSummer Term
Should we be more fearful of extreme weather?
Students study a range of extreme weather, how they are being impacted by climate change and the impacts of these.

Who shot President Jovenel?
Students study the conflict and poverty in Haiti due to human and man-made natural disasters and make synoptic links to previous topics such as extreme weather.
Why is overpopulation a global issue?
Students study the cause and consequences of overpopulation within China, considering both the long and short term.

Are humans going to destroy the planet?
Students consider key geographical issues and the impacts that these are having on our planet in both the short and long term. Topics include waste, deforestation and oil. 
Why do people migrate?
Students use case studies to explore the issues and benefits surrounding migration; including the reasons for migration.

Climate and Culture Fair.
Students undertake a research project on a country of their choice to explore the countries culture and heritage, as well as the impacts and solutions that country is having on climate change.

Year 9

In Year 9 Geography students get the chance to explore areas of the curriculum in more depth, in order to prepare them for the topics and discussions at GCSE.

Autumn TermSpring TermSummer Term
What are natural hazards and how do they affect us?
Students study Plate Tectonic Theory, before applying this to case studies. Students also explore the secondary impact of tsunamis and the nuclear disaster that occurred at Fukushima because of an earthquake. 

How is the world a global place?

Students explore how the world is a global place through technology and its inter connectivity. Students consider how the global distribution of jobs is unequal and considered how disasters such as Rana Plaza would be less likely to happen in a HIC.
What is it like to live in a dangerous destination?
Students study the human and physical causes of conflicts, in the Middle East, Africa & Russia. They explore why there are conflicts and the socio-economic issues that these create for both locally and on a global scale. 

How has the UK been shaped by the cold?
Students challenge their physical geography knowledge by exploring glaciation and the roles it has taken in shaping the UKs landscape. They also consider current areas of glaciation in cold environments that are still present on earth today. 
Students explore the multiple biomes that make up our planet. Students explore the many challenges that these biomes face from anthropogenic factors including climate change and how we can try and combat human impacts to allow our biomes to continue to thrive into the future.


AQA GCSE Geography

YearAutumn TermSpring TermSummer Term
10GCSE AQA Geography:

Ecosystems: Students refresh and build their knowledge on ecosystems to a GCSE standard.

Students refresh and build on their knowledge of Tectonic Plate Theory. They also explore atmospheric hazards in more detail, considering the impacts on a local and global scale.
Urban World:
Students learn about urban development and the impacts that this has socially, economically and environmentally on both Rio de Janeiro and Birmingham. They also consider sustainable cities as the future for the planet. This topic links to the geographical application and skills trip run later in the year.   
Rivers and Coasts:
Students explore the processes that occur at both the river and the coast and apply the theory behind it. They consider local case studies and how in an increasingly urban world we can mitigate the impacts of flooding and erosion. This topic links to the geographical applications and skills trip run at the start of the Autumn term.

Geographical application and skills:
Students will partake in a human geography field trip to investigate regeneration in Birmingham and practice research skills.
11Changing Economic World:
Students learn about globalisation and the UKs development since the industrial revolution to present day. Topics such as HS2 and Science and Business parks are explored. This is then compared to Nigeria. Before finally considering the EU as a global communications point.

Geographical application and skills:
Students attend a physical geography field trip to investigate changes in the river in Carding Mill Valley and practice research skills. 
Resource and energy management:
Students learn about the changing access to resources across the UK. Before focusing on global issues of Food and how we can live in a more sustainable fashion.

Geographical application and skills:
Students are given a pre-release from the exam board 12 weeks prior to the exam. They use that to investigate a key geographical theme. This makes up paper 3, combined with the fieldwork.
Structured revision and exams. 

for further information on exam assessment please visit:


AQA A-level


Physical Geography:

  • Water and carbon cycles
  • Hazards

    Human Geography:
  • Changing places

    NEA preparation: independent fieldwork research and two field work trips including to Birmingham & HS2 Leamington site. 

    Year 13 FULL A2 COURSE

    Physical geography:
  • Water and carbon cycles
  • Coasts
  • Hazards

    Human geography:
  • Global systems and global governance 
  • Changing places
  • Resource security 

    Geography fieldwork investigation
  • NEA fieldwork 4000-word essay 

    for further information on exam assessment please visit:

    What Field Visits will I go on in GCE Geography?

    Students are required to complete 4 days compulsory fieldwork. Two of these are run through the school and two are for the students to complete their own independent research. 



Sociology is a social science that seeks to explore and explain society and social issues. Students will study a range of theories, structures, processes and issues that affect them and others in society. They will then go on to question for themselves different aspects of the social make-up of the UK. They will also be presented with opportunities to gain a wider understanding of the groups of people that make up Britain and the issues that affect them on a daily basis. Students will look at issues such as crime and deviance, education, mass media, family and social inequality and will consider question such as:

  • Why is there such a big divide between the rich and poor?
  • Who is most likely to succeed in education and why?
  • Who commits crime and why do they do it?
  • Does the media manipulate our views and indoctrinate us?

Students will study theories such as Marxism, Feminism and Functionalism and will take this further into A-level to consider other groups of sociologists such as Postmodernists and Neo- Marxists. These theories will give them perspectives to help answer some of the key questions and in which to gauge their own social perspective.

Students should also develop a range of important skills which will serve them both in their further academic study and in the workplace. The skills include empathy, collaboration, debating, understanding patterns, analysis of evidence and evaluation as they consider the strengths and weaknesses to arguments. They should also begin to make links between Sociology and other areas of study (particularly other social sciences such as Psychology).

Many of our GCSE students choose to continue Sociology at A-level and then into a Sociology or related subject degree.

Course overview

In years 10-11 GCSE students will follow the AQA course.

YearAutumn TermSpring TermSummer Term
10Introduction to Sociology
In the autumn term students are learning the foundation concepts in Sociology from which it build as they move into the topic areas. As we introduce students to the key terminology used in sociology they are able to to explain which social structures exist in society (class, gender and ethnicity) and understand the social process that affect everyone’s behaviour such as primary and secondary socialisation. Students will develop not only their understanding of how their society is structured but also develop empathy with other as they are introduced to the social issues that many in society face. Students then move into the study research methods which underpins all of their future learning in the subject. They will learn about different research methods and methodical issues as they begin to consider how research is used to identify  society’s needs. Their learning on research methods will be put into context as they move onto the other topic areas.
This thought-provoking topic will get students to evaluate the functions of the education system. For obvious reasons, this is a very relatable topic for students allowing them to learn about and reflect on the functions of the education system and measurements of success and failure. Students will evaluate government policy on education and the impact that these policies have on different social groups. During this study, students will begin to see the bigger picture of what makes us who we are and identify the role that socialisation and those around them affect their journey in education. Students enjoy debating these key issues around the education system and also reflect on themselves  and what pathways they may want to explore in their own schooling.
To complete their year 10 study in Sociology students explore the sociology of the family. Another relatable topic, students will analyse family types and theoretical approaches to them and determine what a ‘family’ is. This topic offers students the opportunity to explore different social groups and gain a better understanding of those around them. Evaluating marriage and divorce through questions such as ‘is marriage still important to society?’ Or ‘why have divorce rates increased?’ Students will develop better awareness of their own and others’ lives. Students enjoy learning about conjugal roles as part of this topic. They will engage in lively debate and dialogue about the roles that men and women play in homes as well as wider society, again developing their social awareness. Theoretical debates around feminism and the New Right certainly engage students in those relevant and contemporary social debates!
Crime is an interesting topic which captures the attention and curiosity of the students. From analysing which social groups are more and less likely to commit crime to evaluating the reasons behind why people commit acts of deviance. A study of prison as an effective form of punishment allows students to assess the functions and success of punishments and consider more effective systems. Debates around how we measure crime provides synoptic links to the research methods topic taught in year 10 as well as questions raised over the causes of crime linking to the education system.
Social Stratification
Our final topic of the GCSE is the super interesting, Social Stratification. This topic brings together everything that students have learnt so far and allows students to tie up any loose ends! The topic allows students to reflect on issues around inequality and social fairness. Students are often divided on issues that we study and this encourages healthy and deep debate. It is lovely for the teachers to see their students forming their ideological views and begin evaluating what they think about society and, often, about different governments. Students assess issues from sexism, poverty and institutional racism to elitism and social policy. Students who are interested in politics tend to really enjoy this topic.
During this final term, students will be revising in preparation for their exams in May and June. During lessons, students will revise sociology content and skills which have been learnt. Particular attention will be paid to the 25 key studies and ensuring that the students are confident with essay writing and exam technique which they will have developed throughout their topic learning.   

 In year 12 AS Sociology students will follow the AQA course which comprises of:

Paper 1 – Education and methods in contextPaper 2 – Family and research
· Educational achievement and different social classes, genders and ethnic groups.


· The function and purpose of the education system

· Educational policy and inequality

· Role of the education system

· Internal and external factors

· Researching education

· The role of the family in society including Functionalism, Marxism, Feminism, The New Right


· The nature of childhood.

· Changes to the family, including divorce, marriage and cohabitation.

· The domestic division of labour and power relationships

· Demographic changes

· Sociological perspectives on social policy


Sociological methods

· How to use different research methods to investigate family and education.

· Evaluation of such methods.

In yr 13 A-level students will be studying:

Paper 1: Education with theory and methodsPaper 2: Topics in SociologyPaper 3: Crime and Deviance with theory and methods


· Educational achievement and different social classes, genders and ethnic groups.

· The function and purpose of the education system

· Educational policy and inequality

· Role of the education system

· Internal and external factors

· Researching education



· The role of the family in society including Functionalism, Marxism, Feminism, The New Right

· The nature of childhood.

· Changes to the family, including divorce, marriage and cohabitation.

· The domestic division of labour and power relationships

· Demographic changes

· Sociological perspectives on social policy

Beliefs in society

· Theories of religion

· Religion and social change

· Secularisation

· Religion, renewal and choice

· Religion in a global context

· Organisations, movements and members

· Ideology and Science

Crime and Deviance


· Functionalists, strain and subcultural

· Theories

· Labelling theory and Interactionism

· Marxists explanations for the cause of crime

· In society

· Realist theories on crime

· Gender, crime and justice

· Ethnicity, crime and justice

· Crime and the media

· Globalisation, green crime, human rights and state crimes

· Control punishment and victims

· Suicide

Theory and methods

· How to use different research methods

· Evaluation of such methods.

· Sociological theory


Health and Social Care:

Health and Social Care is a practical vocational subject which aims to prepare students for a career in specific Health and Social settings. If students are considering a career in any health service (nursing, paramedic, elderly care, nursery nurse) or social care (social work, teaching) this subject will equipment them with essential skills for these careers.

The aims of the courses are to encourage candidates to:

  • Develop and sustain an interest in health, early-years care and education, social care and issues affecting the care sector
  • Acquire knowledge and understanding of health, early-years care and education and issues affecting the health and social care sector
  • Develop skills that will enable them to make an effective contribution to the care sector including skills of research, evaluation and problem-solving in a work related context
  • Apply knowledge, understanding and skills
  • Prepare for further study and training.

Course Overview:

Key stage four students have just started the new BTEC tech award and they will study:

Component 1 – Human life span development


How do people grow and develop through their lives? How can factors such as lifestyle choices and relationships affect this? Understanding these processes is essential knowledge and understanding for health and social care practitioners. In this component, you will study how people grow and develop over the course of their life, from infancy to old age, this includes physical, intellectual, emotional and social development, and the different factors that may affect them. An individual’s development can be affected by major life events, such as marriage, parenthood or moving house, and you will learn about how people adapt to these changes, as well as the types and sources of support that can help them. You will develop transferable skills, such as written communication skills, which will support your progression to Level 2 or 3 vocational or academic qualifications.

This component is assessed internally.

Component 2 – Health and social care services and values


At some point in your life you will need health care. It is likely that you have already had an appointment with a doctor. If you did, you are described as a ‘service user’. This means that you have been given health care from a person who was trained to give you care – they are called ‘service providers’. You might know someone who needs social care. This is different from health care, although both types of care are closely linked. People who need social care are not always ill – they may be unable to carry out everyday activities like getting dressed or feeding themselves, or they may need help with their day-to-day lives. Providing good health and social care services is very important and a set of ‘care values’ exists to ensure that this happens. Care values are important because they enable people who use health and social care services to get the care they need and to be protected from different sorts of harm. This component will give you an understanding of health and social care services and will help you develop skills in applying care values that are common across the sector (some of which are transferable to other sectors that involve interactions with clients or customers). This component will help you to progress to Level 1 or 2 vocational or academic qualifications.

This component is assessed internally.

Component 3 – Health and Wellbeing


What does being healthy actually mean? It can mean different things to different people: you might think ‘healthy’ is not having to visit the doctor but an older person might consider it being mobile and able to get out and about, being happy and having friends. In this component, you look at the factors that can have a positive or negative influence on a person’s health and wellbeing. You will learn to interpret physiological and lifestyle indicators, and what they mean for someone’s state of health. You will learn how to use this information to design an appropriate plan for improving someone’s health and wellbeing, including short- and long-term targets. Additionally, you will explore the difficulties an individual may face when trying to make these changes. You will develop skills in analysing information and communicating for a specific purpose, which will support your progression to Level 2 or 3 vocational or academic qualifications.

This component is assessed externally.


Key stage five students follow the new BTEC National extended certificate course and their studies will focus around:

Unit 1 – Human lifespan Development


Health and social care practitioners need to develop a knowledge base for working with people in every stage of their lives, and they need to know how their own experiences relate to health and wellbeing. Although it is generally accepted that there may be deterioration in health with age following adulthood, medical intervention means people are living longer and have better life prospects. This unit will develop your knowledge and understanding of patterns of human growth and development. You will explore the key aspects of growth and development, and the experience of health and wellbeing. You will learn about factors that can influence human growth, development and human health. Some of these are inherited and some are acquired through environmental, social or financial factors during our lifespan. You will learn about a number of theories and models to explain and interpret behaviour through the human lifespan. In this unit, you will explore the impact of both predictable and unpredictable life events, and recognise how they impact on individuals. You will study the interaction between the physical and psychological factors of the ageing process, and how this affects confidence and self-esteem, which in turn may determine how individuals will view their remaining years. This unit is externally assessed. It covers aspects of human growth and development through the different life stages. This content will serve as an introduction to health and social care needs and so will sit at the heart of the qualification.

Unit 5 – Meeting individual care and support needs


For you to be able to provide the care and support that individuals need, it is important that you have a good understanding of the principles behind providing quality care and support. This unit introduces you to the values and issues that need to be considered when planning care and support that meet the needs of an individual in a health and social care environment. In this unit, you will learn about the values and principles of meeting care and support needs and look at some of the ethical issues that arise when personalising care. You will examine factors that can impact the professionals who provide the care and support, and the challenges that must be overcome to allow access to good quality care and health services. You will explore the different methods used by professionals across all care services. You will reflect on these methods when you consider the importance of multi-agency working in providing a package of care and support that meets all the needs of individuals. To complete the assessment task within this unit, you will need to draw on your learning from across your programme. This unit will be useful if you are intending to pursue a career in social care or healthcare, for instance as a social worker or health visitors, practice nurse or occupational therapist. The unit will also be invaluable if you wish to progress to higher education, to degrees in areas such as health and social care management, social work and nursing.

Unit 11 – Psychological perspectives


An important aspect of working in the health and social care sector is to have a good understanding of the ways in which psychological development occurs in order to effectively meet the individual needs of service users. Having knowledge of the key concepts and ideas enables you to understand the ways in which development and behaviours occur. In this unit, you will learn about the different psychological perspectives that have been put forward and how these approaches have influenced thinking and practices in meeting and supporting service user needs. You will explore some key ideas that will give you a good understanding of how the mind develops, and the factors that influence development and behaviours. This knowledge is useful in developing your understanding of how these perspectives have formed the basis of different techniques to manage behaviours, and the therapeutic and other interventions used in the health and social care sector. These activities will help you gain the skills necessary for progression to higher education in many subject areas including psychology, health and social care, nursing and medical practice.

Unit 2 – Working in health and social care


This unit will help you to understand what it is like to work in the health and social care sector. When working for an organisation in this sector, you will have important responsibilities that you need to understand and carry out. These include maintaining the safety of and safeguarding individuals with health and social care needs, making sure that you properly handle their personal information and preventing discrimination towards them. You will need to understand how you will be accountable both to these individuals and the regulatory bodies that represent people who work in the health and social care sector. It is necessary for you to understand how your work will be monitored when you carry out a specific role such as nurse or social worker. You will begin by looking at the range of roles and general responsibilities of people who work in health and social care settings. You will learn about the organisations that provide services in this sector, and the different settings in which these services are delivered according to the needs of the service user. You will learn about the ways these services are provided and about the barriers that can prevent people from getting the services they need. As an employee of an organisation that provides services in the health and social care sector, you will have responsibilities towards people who seek information and advice, those who are being assessed and people who use services provided by or on behalf of your employer. You will also have responsibilities towards your employers, both as an employee and when you are undertaking specific duties on behalf of your employer. These organisations are regulated and inspected so you will also need to understand how inspectors and regulators monitor the work that you do. You will learn about working with people with specific needs, including ill health, learning disabilities, physical and sensory disabilities, and the needs of people who occupy different age categories. This unit will cover the skills you need to work in these areas of health and social care.


Psychology is taught at Key Stage 5 and is a very popular choice at AS and A level, with many students going on to study for a Psychology or a Psychology-related degree at university. Often described as, “the science of mind and behaviour”, Psychology is most accessible to student with a solid Science back-ground, but due to its intrinsically interesting subject matter based on the study of people, it appeals to students who are studying a range of other subjects including Arts and Humanities.

Psychology at AS and A2 requires students to learn about the main approaches in studying human behaviour. It has an emphasis on students being able to apply their knowledge of these approaches to explain how and why people behave and think as they do. As a science, there is a focus on research methodology which runs through AS and A2, and students will develop an “evaluation tool kit” to enable them to analyse and give commentary on the approaches and investigations they study.

Psychology students will develop skills in literacy, academic report writing, critical analysis, problem solving, question interpretation and asking good questions. Through the course, students are often challenged by the diversity of human experience and their understanding and tolerance of individual differences will grow.

The course is examined at the end of year 1 (AS) and the end of year 2 (A2), with the possibility to re-sit AS papers to improve grades at the end of the second year.

Course Overview:

In year 12 and 13 students follow the AQA A GCE course:

PSYA1 Cognitive Psychology, Developmental Psychology and Research MethodsInvestigating models of memory, and the reliability of memory in Eye Witness testimony. How we can improve memory with reference to an understanding of how memory works.   The processes and types of attachments between parents and infants, and what that means for future relationships. The impact of day care on child development. The methods used by Psychologists to gather information about human behaviour, and the strengths and limitations of those methods.PSYA2 Biological Psychology, Social Psychology and Individual differencesThe body’s response to stress, the causes of stress and how to manage stress.   The reasons why people conform to the majority, or why a minority can influence a group. Why some people obey while others act independently. How social change can be explained by psychological processes. What is abnormal or dysfunctional behaviour? How can different approaches explain abnormality? The contributions psychology has made to treating mental illness.
PSYA3 Topics in PsychologyThe psychological explanations of gender, eating behaviour and disorders, and sleep. Treatments for related disorders and the effectiveness of such interventions.  PSYA4 Psychopathology, Psychology in Action and Research MethodsAn in depth study of schizophrenia and difficulties surrounding diagnosis. The psychology of addiction, and ways of treating and managing addiction.Research methods in Psychology including choice of statistics and   interpretation of analysis.

Psychology Intervention

For KS5 Psychology, extensive intervention is put in place to ensure all students reach their true potential. These sessions are held by staff before and after school to compliment the work undertaken in class.

Enrichment Activities

In Year 13 there is an opportunity to attend a National Psychology Conference.

We are launching “Psych Club” for AIM students and those who are interested.

Useful Websites:


It is an exciting time to study Economics. Many of the most important issues facing society are economic in nature. Whether students are concerned with global warming or global trade, whether they are looking at the collapse of world financial markets or of their neighbour’s small business, you can’t get far without a knowledge of economics. The course aims to stimulate your interest in how economies work.

A-level Economics will give students an excellent understanding of how economies allocate their scarce resources to meet the needs and wants of their citizens. students will develop a greater understanding of the economic problems which face individuals, firms and governments on a local, national and global level and the alternative ways these problems can be resolved.

Students investigate microeconomic topics such as how individual decisions impact economic outcomes, the importance of competition, how markets operate and why they fail and how the distribution of income and wealth is affected. At the same time they will learn about macroeconomics, looking at the ‘big picture’ of how our national economy fits into the global context, the global impact of financial markets and monetary policy and the operation of the international economy.

Course Overview

In year 12 and 13 students follow the AQA GCE course:

For the AS level exams, students will study the following topics.
The operation of markets and market failure:
• economic methodology and the economic problem
• price determination in a competitive market
• production, costs and revenue
• competitive and concentrated markets
• the market mechanism, market failure and government intervention in markets.
The national economy:
• the measurement of macroeconomic performance
• how the macro economy works: the circular flow of income, AD/AS analysis, and related concepts
• economic performance
• macroeconomic policy.
For the A-level, students will study all of the topics shown for the AS, plus the following: Individuals, firms, markets and market failure:
• individual economic decision making
• perfect competition, imperfectly competitive markets and monopoly
• the labour market
• the distribution of income and wealth: poverty and inequality.
The national and international economy:  
• financial markets and monetary policy  
• fiscal policy and supply-side policies
• the international economy.



In Year 10 students complete the Edexcel GCSE Business course.  Students explore the world of small businesses through the lens of an entrepreneur, learning how entrepreneurs spot and develop a business idea into a successful business.  The course also gives students the skills used by businesses to manage their money, which is equally transferable to managing their own personal finances in the future. In the second half of the course students investigate business growth and how businesses develop beyond the start-up phase.  Students learn about key business concepts, issues, and decisions a business needs to make. Students also learn about meeting customer needs, making marketing, operational, financial and human resourcing decisions and exploring the impact of the wider world on businesses as they grow.


In Year 11 students complete the Cambridge National in Enterprise and Marketing Level 1/2 Certificate. The course gives students the practical skills and applied knowledge they’ll need in business. Practical elements build on theoretical knowledge so that students can put their learning into practice in a work-related context while also developing valuable transferable skills. They are encouraged to take responsibility for their own learning and to develop skills that are essential for the modern-day workplace. These include team working, working from a prescribed brief, working to deadlines, presenting information effectively and accurately completing administrative tasks and processes.

POST – 16

Students study for the OCR Cambridge Technical Extended Certificate in Business, completing the following units of study:

  • Unit 1: The Business Environment (exam)
  • Unit 2: Working in Business (exam)
  • Unit 4: Customers and Communication (coursework)
  • Unit 5: Marketing and Market Research (coursework)
  • Unit 8: Introduction to Human Resources (coursework)

The Post 16 course has been designed to provide a broad educational basis for further education or for moving into employment within the business sector.   Students are encouraged to acquire the following range of skills through the study of realistic business contexts:

  • practical skills – personal organisation and time management as well as ICT skills
  • presentational skills – producing a business report and making an oral presentation
  • personal skills – initiative, creativity, perseverance, willingness to learn and progress
  • interpersonal skills – working in teams, discussing problems or issues, leading a team
  • cognitive skills – investigative and research skills, problem solving, decision making
  • using theory to analyse real business organisations