5.3.11 Business
5.3.11 Business
Business subjects remain a popular option, despite the lack of recent curriculum changes in Accounting and Business at Senior Cycle
The business subjects in post-primary schools are comprised of Business Studies in Junior Cycle, and Business, Accounting and Economics in Senior Cycle. Data from state examinations in the period 2016 to 2020 shows a significant increase in the uptake of business subjects in Senior Cycle (Table 5.26). The Junior Cycle Business specification was examined for the first time in 2019. Up to that point, the uptake of Junior Certificate higher level Business Studies had seen slight increases year-on-year (Table 5.25). It is of note that the syllabi for Accounting and Business at Senior Cycle have not been revised for a significant period of time, since 1996 and 1997 respectively. This presents a challenge for teachers and students, particularly given the dynamic nature of these two subjects.
Table 5.25: Numbers of students taking Business examination in Leaving Certificate and Business Studies examination in Junior Cycle: 2016-2020
| Leaving Certificate Business | Junior Cycle/Junior Certificate Business Studies | |||||
|---|---|---|---|---|---|---|
| Year | Higher level | Ordinary level | Total candidates | Higher level | Ordinary level | Total candidates |
| 2020 | 85.0% | 15.0% | 17,901 | N/A* | N/A | N/A |
| 2019 | 79.7% | 20.3% | 17,326 | Common level | 36,267 | |
| 2018 | 78.6% | 21.4% | 16,967 | 79.9% | 20.1% | 34,845 |
| 2017 | 75.2% | 24.8% | 17,573 | 79.1% | 20.9% | 34,497 |
| 2016 | 72.0% | 28.0% | 17,453 | 78.0% | 22.0% | 33,538 |
Source: State Examinations Commission * As a result of the COVID-19 pandemic, the Junior Cycle 2020 examinations were cancelled.
Table 5.26: Numbers of students taking Accounting and Economics examinations in Leaving Certificate: 2016- 2020
| Leaving Certificate Accounting | Leaving Certificate Economics | |||||
|---|---|---|---|---|---|---|
| Year | Higher level | Ordinary level | Total candidates | Higher level | Ordinary level | Total candidates |
| 2020 | 77.9% | 22.1% | 8,106 | 88.4% | 11.6% | 5,746 |
| 2019 | 77.1% | 22.9% | 7,907 | 85.1% | 14.9% | 5,863 |
| 2018 | 77.7% | 22.3% | 7,148 | 85.8% | 14.2% | 5,765 |
| 2017 | 77.9% | 22.1% | 6,904 | 85.0% | 15.0% | 5,856 |
| 2016 | 73.5% | 26.5% | 6,626 | 81.1% | 18.9% | 5,713 |
Source: State Examinations Commission
Business inspection reports were broadly positive with regard to students’ learning
In subject inspections of business subjects, the overall quality of teaching was found to be good or very good in 91% of schools inspected during the period to which this report refers. The overall quality of learning was found to be good or very good in 94% of schools inspected.
Students’ engagement in learning was good or very good in 87% of lessons. Inspections of business subjects reported regularly on students’ engagement in active and co-operative learning. In most instances, it was found that these approaches to learning were successful in activating and developing key skills among students. The findings indicated that teaching approaches were good or very good in 90% of lessons. In a minority of cases, it was found that students would benefit from more opportunities to engage actively and collaboratively with the lesson content.
Learning in business subjects was supported by digital technologies and non classroom-based activities
The use of digital technologies was found to be widespread in business lessons, and the integration of these technologies was generally achieved in a way that supported and augmented students’ engagement and learning. Involvement in co-curricular and extra-curricular activities which enhanced students’ engagement with the business world also featured regularly.
Other teaching and learning areas highlighted included the successful integration of strategies to further develop students’ literacy and numeracy skills, and the effective use of questioning strategies by teachers, which supported differentiated learning in mixed-ability settings.
Formative assessment is an area for improvement in business subjects
Some of the challenges referenced in business subject inspection reports related to aspects of formative assessment, particularly the provision of written formative feedback to students on how they could improve their work. The use of students’ own work and business experience as exemplar material in lessons was an aspect of assessment that also required attention. Such an approach allows students to learn from the successes and challenges of their peers.
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