Instagram: constructivediscourse2021

Tired of teaching!

I am tired of teaching! I have many gripes on the world of education, but the most significant reason is that those in charge are not reacting to the ever-changing world. Teachers from all around the world have the same complaints about behaviour and attendance. Many are assessing COVID as the number one reason; however, long before COVID, there were significant issues in and out of the classroom. I have seen a major shift in student engagement in my classes. It is more complex than ever to keep students engaged in school and to be honest; I am not surprised. This blog piece will demonstrate my frustration but allow decision-makers to consider reforming the curriculum. The blog is not a solution-based piece but one for decision-makers to shift their thinking.

Problems with the curriculum.

Primarily, I am a Business Studies teacher with experience in Economics and ICT. My first love was the subject of Business, and I enjoy teaching it. It is becoming increasingly challenging to remain motivated as my students get little value from Business lessons. Some argue that a qualification from an awarding body is enough regarding value. However, students can receive more value. I remember once a student asking me if I had a business and asked why I was teaching the subject without my own. He has a point to some extent; however, I know it is impossible to attract those who have businesses to become Business Studies teachers for several reasons.

Firstly, some people in the industry do not make good teachers. Teachers will tell you themselves that knowing is not enough. There are methods to learn to keep students motivated and intrigued. Some may have it naturally, but many businesspeople must be trained. Doing a 45-minute presentation where individuals are just listening is not enough training to suggest that one can hold young people’s attention. Another barrier that comes to mind is the threshold. What I mean by this is the minimum amount a business person should have earned from their Business. Anyone can register a company and say they have a business. Anyone can buy some items in Poundland, sell them for a profit, and say they have a business. Therefore, for this to work, you would want businesspeople who have made significant money. At least 100k could be the threshold. The biggest problem I have left for last is that there is already a shortage of teachers. I can speak only for the UK and have seen multiple articles on this. The most recent is the UK recruiting many teachers from the Caribbean Island of Jamaica (Jamaica Observer, 2024).  

Another problem that arises is what we teach them in Business. It is old and very outdated. I once heard a quote from an individual on the Calum Johnson podcast, and he said that “there are two ways people can change – through inspiration and desperation”. That quote, which I have never forgotten, got me thinking about the British curriculum. In my opinion, it does not focus on the current trends. For example, social media is covered, but only in a small way. We only mention Social Media, and students must know the advantages and disadvantages. There is no content on social media advertising on Facebook, Instagram, or TikTok. There is no information on subscription-based content, which has become huge through the mediums of Patreon and YouTube, and there is nothing about personal branding, which is huge when trying to develop a successful business in this day and age.

The last problem is the need for more vocational skills involved. I won’t mention the course because I want to avoid receiving any letters; however, there is a vocational course in the UK about entrepreneurship. Students get an opportunity to create and implement a business, but it needs to be taken more seriously as it is just one module. The weighting of the actual creation of a company is far too low, and therefore, both students and teachers do not take it seriously.

Simon Squibb, Alex Harmozi, and Daniel Priestley are serial entrepreneurs with fantastic online content. I often watch their content and think, why isn’t this in the curriculum? It will inspire so many students to continue learning about Business and acquire fundamental life skills that will help them start a business that can bring extra revenue and provide jobs to the unemployed.

Disadvantages of the current Business curriculum

Right now, there are some disadvantages to the current business curriculum. Firstly, many students need to be more engaged. Outside influences have a significant impact on the engagement levels of students in a business class. I have alluded to some in recent blog pieces; however, this is about focusing on Business classes. Many students need to be more engaged because what they learn differs from what they see in the real world. Whenever I refer to how modern businesses market their products and services and use Social Media platforms as examples, I see a shift in their engagement. In the classroom, a more engaged class is where students are more inquisitive by asking questions, less talking amongst themselves, and their eyes are solely focused on the board or myself. I am teaching an era of students born into Social Media. A large part of their online journey is the consumption of Social Media. Linking content to familiar concepts to students is a theory that has been introduced previously from my perspective. At school, I remember being in some subjects and often disengaged due to the content. For example, in Maths, I lost my love for it when I got to GCSE level because I could not relate to it. Another question some would ask is: How can you relate maths to the modern world? I have always thought this would be very easy. It is as easy as creating an additional and subtraction activity where you could give students a family shopping list specifying what they have bought and ask them to work out the final total. An extended activity about extra items and asking students to work out if they can afford those additional items and, if not, how much they need is something that can be quickly done. More complex activities can be produced depending on age/level appropriateness.

At my first school interview, the headteacher said, “Business is boring, right?” I responded, “Business is only as good as its teacher, and in my classes, it is far from boring”. To the current day, this is the case; however, the ever-increasing world and ever-stagnated curriculum have made it more challenging to keep those engaged and also inspired. My Young was my Business Studies teacher at GCSE level, and he is the reason why I am here today. A man with charisma but also had a way of relating information to me.

Mr Young made me want to continue to learn about Business. Linking the modern world to what students are learning can inspire them to want to start their own business. This type of inspiration is needed in schools in disadvantaged areas. For students in those environments where their biggest inspiration is drug dealing and other forms of criminality, inspiring students to have their legitimate businesses will lead them away from crime. It is not as easy as teaching them relatable content. It provides them with real-life case studies to demonstrate that it is possible. Many young people believe that Business is only for rich people. Demonstrating examples of successful entrepreneurs can help shift change in their minds. One of the reasons the Calum Johnson podcast is one of my favourites is because they usually have very successful guests who are unknown and can be seen as more relatable compared to other podcasts with successful and well-known guests sharing knowledge. It is so important that young people can connect the dots in their minds to provide inspiration opportunities. 

Recommendations for a change in the curriculum.

To conclude, it would be nice for the Business Studies curriculum to change in the next few years. I have alluded to some of my recommendations in the main body; however, the students need to be involved before any changes are made. I urge awarding bodies to do extensive primary research such as questionnaires, surveys and focus groups. Primary research allows students to be involved in what they learn. Alternatively, they could target those who have completed GCSE, IGCSE, BTEC, IB, or A-Levels and ask what they believe should be taught. Targeting graduated students is an advantage because you get first-hand information from those who have completed the qualification. It will provide valuable information to awarding bodies on changing the qualification and what content to put in. My second recommendation would be to involve experts from the business world. I am not talking about entrepreneurs with qualifications; I am getting input from serial/successful entrepreneurs. Again, this is valuable information from those with real-life experience. Simon Squibb often talks about why he thinks education is a scam, and although that may sound harsh, I can understand why he has said this. My third and final recommendation would be to add a vocational element to all qualification types. Learning about Business is one thing, but creating your own is a different ball game. Students can acquire invaluable knowledge and experience.

The vocational side can act in the way coursework works. Students will be assessed based on their implementation of the business. Revenue percentages differ from the actual outcome, especially at the GCSE and IGCSE stages. The focus at that level could be more on the implementation and operations of the Business. At the A-level, the focus could change to where revenue has a more significant outcome on grading. The advantage of doing this is giving students experience. Experience gives students an accurate idea of what it means to have a business and get it started. It may inspire some to become full-time entrepreneurs. It may provide students with the knowledge and experience to know that Business is different from what they want to do. The recommendations will take a lot of work to implement. It would take a few years. One day, the business curriculum will reflect the modern marketplace.

References from the article

Instagram: constructivediscourse2021

Tired of teaching!

I am tired of teaching! I have many gripes on the world of education, but the most significant reason is that those in charge are not reacting to the ever-changing world. Teachers from all around the world have the same complaints about behaviour and attendance. Many are assessing COVID as the number one reason; however, long before COVID, there were significant issues in and out of the classroom. I have seen a major shift in student engagement in my classes. It is more complex than ever to keep students engaged in school and to be honest; I am not surprised. This blog piece will demonstrate my frustration but allow decision-makers to consider reforming the curriculum. The blog is not a solution-based piece but one for decision-makers to shift their thinking.

Problems with the curriculum.

Primarily, I am a Business Studies teacher with experience in Economics and ICT. My first love was the subject of Business, and I enjoy teaching it. It is becoming increasingly challenging to remain motivated as my students get little value from Business lessons. Some argue that a qualification from an awarding body is enough regarding value. However, students can receive more value. I remember once a student asking me if I had a business and asked why I was teaching the subject without my own. He has a point to some extent; however, I know it is impossible to attract those who have businesses to become Business Studies teachers for several reasons.

Firstly, some people in the industry do not make good teachers. Teachers will tell you themselves that knowing is not enough. There are methods to learn to keep students motivated and intrigued. Some may have it naturally, but many businesspeople must be trained. Doing a 45-minute presentation where individuals are just listening is not enough training to suggest that one can hold young people’s attention. Another barrier that comes to mind is the threshold. What I mean by this is the minimum amount a business person should have earned from their Business. Anyone can register a company and say they have a business. Anyone can buy some items in Poundland, sell them for a profit, and say they have a business. Therefore, for this to work, you would want businesspeople who have made significant money. At least 100k could be the threshold. The biggest problem I have left for last is that there is already a shortage of teachers. I can speak only for the UK and have seen multiple articles on this. The most recent is the UK recruiting many teachers from the Caribbean Island of Jamaica (Jamaica Observer, 2024).  

Another problem that arises is what we teach them in Business. It is old and very outdated. I once heard a quote from an individual on the Calum Johnson podcast, and he said that “there are two ways people can change – through inspiration and desperation”. That quote, which I have never forgotten, got me thinking about the British curriculum. In my opinion, it does not focus on the current trends. For example, social media is covered, but only in a small way. We only mention Social Media, and students must know the advantages and disadvantages. There is no content on social media advertising on Facebook, Instagram, or TikTok. There is no information on subscription-based content, which has become huge through the mediums of Patreon and YouTube, and there is nothing about personal branding, which is huge when trying to develop a successful business in this day and age.

The last problem is the need for more vocational skills involved. I won’t mention the course because I want to avoid receiving any letters; however, there is a vocational course in the UK about entrepreneurship. Students get an opportunity to create and implement a business, but it needs to be taken more seriously as it is just one module. The weighting of the actual creation of a company is far too low, and therefore, both students and teachers do not take it seriously.

Simon Squibb, Alex Harmozi, and Daniel Priestley are serial entrepreneurs with fantastic online content. I often watch their content and think, why isn’t this in the curriculum? It will inspire so many students to continue learning about Business and acquire fundamental life skills that will help them start a business that can bring extra revenue and provide jobs to the unemployed.

Disadvantages of the current Business curriculum

Right now, there are some disadvantages to the current business curriculum. Firstly, many students need to be more engaged. Outside influences have a significant impact on the engagement levels of students in a business class. I have alluded to some in recent blog pieces; however, this is about focusing on Business classes. Many students need to be more engaged because what they learn differs from what they see in the real world. Whenever I refer to how modern businesses market their products and services and use Social Media platforms as examples, I see a shift in their engagement. In the classroom, a more engaged class is where students are more inquisitive by asking questions, less talking amongst themselves, and their eyes are solely focused on the board or myself. I am teaching an era of students born into Social Media. A large part of their online journey is the consumption of Social Media. Linking content to familiar concepts to students is a theory that has been introduced previously from my perspective. At school, I remember being in some subjects and often disengaged due to the content. For example, in Maths, I lost my love for it when I got to GCSE level because I could not relate to it. Another question some would ask is: How can you relate maths to the modern world? I have always thought this would be very easy. It is as easy as creating an additional and subtraction activity where you could give students a family shopping list specifying what they have bought and ask them to work out the final total. An extended activity about extra items and asking students to work out if they can afford those additional items and, if not, how much they need is something that can be quickly done. More complex activities can be produced depending on age/level appropriateness.

At my first school interview, the headteacher said, “Business is boring, right?” I responded, “Business is only as good as its teacher, and in my classes, it is far from boring”. To the current day, this is the case; however, the ever-increasing world and ever-stagnated curriculum have made it more challenging to keep those engaged and also inspired. My Young was my Business Studies teacher at GCSE level, and he is the reason why I am here today. A man with charisma but also had a way of relating information to me.

Mr Young made me want to continue to learn about Business. Linking the modern world to what students are learning can inspire them to want to start their own business. This type of inspiration is needed in schools in disadvantaged areas. For students in those environments where their biggest inspiration is drug dealing and other forms of criminality, inspiring students to have their legitimate businesses will lead them away from crime. It is not as easy as teaching them relatable content. It provides them with real-life case studies to demonstrate that it is possible. Many young people believe that Business is only for rich people. Demonstrating examples of successful entrepreneurs can help shift change in their minds. One of the reasons the Calum Johnson podcast is one of my favourites is because they usually have very successful guests who are unknown and can be seen as more relatable compared to other podcasts with successful and well-known guests sharing knowledge. It is so important that young people can connect the dots in their minds to provide inspiration opportunities. 

Recommendations for a change in the curriculum.

To conclude, it would be nice for the Business Studies curriculum to change in the next few years. I have alluded to some of my recommendations in the main body; however, the students need to be involved before any changes are made. I urge awarding bodies to do extensive primary research such as questionnaires, surveys and focus groups. Primary research allows students to be involved in what they learn. Alternatively, they could target those who have completed GCSE, IGCSE, BTEC, IB, or A-Levels and ask what they believe should be taught. Targeting graduated students is an advantage because you get first-hand information from those who have completed the qualification. It will provide valuable information to awarding bodies on changing the qualification and what content to put in. My second recommendation would be to involve experts from the business world. I am not talking about entrepreneurs with qualifications; I am getting input from serial/successful entrepreneurs. Again, this is valuable information from those with real-life experience. Simon Squibb often talks about why he thinks education is a scam, and although that may sound harsh, I can understand why he has said this. My third and final recommendation would be to add a vocational element to all qualification types. Learning about Business is one thing, but creating your own is a different ball game. Students can acquire invaluable knowledge and experience.

The vocational side can act in the way coursework works. Students will be assessed based on their implementation of the business. Revenue percentages differ from the actual outcome, especially at the GCSE and IGCSE stages. The focus at that level could be more on the implementation and operations of the Business. At the A-level, the focus could change to where revenue has a more significant outcome on grading. The advantage of doing this is giving students experience. Experience gives students an accurate idea of what it means to have a business and get it started. It may inspire some to become full-time entrepreneurs. It may provide students with the knowledge and experience to know that Business is different from what they want to do. The recommendations will take a lot of work to implement. It would take a few years. One day, the business curriculum will reflect the modern marketplace.

References from the article