Stage 2 | Subject outline | version control

Business Innovation Stage 2
Subject outline

Version 3.0
For teaching in Australian and SACE International schools from January 2023 to December 2023.
For teaching in SACE International schools only from May/June 2022 to March 2023 and from May/June 2023 to March 2024.
Accredited in August 2018 for teaching at Stage 2 from 2020. 

Stage 2 | Subject outline | School assessment | Assessment Type 1

Assessment Type 1: Business Skills (40%)

Students complete three tasks as part of their business skills.

The business skills enable students to demonstrate their learning across all of the four learning strands.

Individual tasks within business skills may focus on one learning strand or on a combination of learning strands. The business skills tasks should cover at least two contexts selected for study.

At least one business skills task should be a collaborative task.

Across the set of three responses, students demonstrate:

  • application of customer-focused approaches to identify, explore, and solve problems and/or needs
  • application of decision-making and project management strategies
  • communication and collaborative skills
  • creation of business intelligence 
  • analysis and evaluation of social, economic, environmental, ethical, and/or political impacts of local or global business.

Business skills tasks may include, for example:

  • students identify and explore problems that matter in their lives through design-thinking processes and reflect on their pain points
  • students identify and explore customer wants and needs to develop a Get Keep Grow Strategy
  • students evaluate the viability of a range of revenue models and cost structures in order to develop a feasibility statement
  • students test a start-up business idea, product, or service using a validation board
  • students seek customer feedback on a proposed solution using plans, models, and/or prototypes 
  • students develop a project plan demonstrating the objectives of the business idea and the steps to achieve these objectives
  • students analyse business viability though a PESTLE analysis
  • students develop and present a value proposition canvas to a panel of peers
  • students explore digital and emerging technologies and their impact on a start-up or existing business, and report their findings.

Student evidence of the business skills may include, but is not restricted to:

  • an infographic
  • a movie clip
  • a blog or vlog
  • a project plan
  • an annotated validation board
  • a consultancy report.

The business skills may be presented in written, oral, or multimodal form. As a set, the responses should be a maximum of 3000 words if written, 18 minutes if oral, or the equivalent if multimodal.

For this assessment type, students provide evidence of their learning primarily in relation to the following assessment design criteria:

  • finding and solving problems
  • contextual application
  • analysis and evaluation.