CBSE Class 11 Business Studies Syllabus

BUSINESS STUDIES (Code No. 054)

Rationale

The courses in Business Studies and Accountancy are introduced at + 2 stage of Senior Secondary Education as formal commerce education is provided after first ten years of schooling. Therefore, it becomes necessary that instructions in these subjects are given in such a manner that students have a good understanding of the principles and practices bearing in business (trade and industry) as well as their relationship with the society.

Business is a dynamic process that brings together technology, natural resources and human initiative in a constantly changing global environment. To understand the framework in which a business operates, a detailed study of the organisation and management of business processes and its interaction with the environment is required. Globalisation has changed the way organizations transact their business.

Information Technology is becoming a part of business operations in more and more organisations. Computerised systems are fast replacing other systems. E-business and other related concepts are picking up fast which need to be emphasized in the curriculum.

The course in Business Studies prepares students to analyse, manage, evaluate and respond to changes which affect business. It provides a way of looking at and interacting with the business environment. It recognizes the fact that business influences and is influenced by social, political, legal and economic forces.

It allows students to appreciate that business is an integral component of society and develops an understanding of many social and ethical issues.

Therefore, to acquire basic knowledge of the business world, a course in Business Studies would be useful. It also informs students of a range of study and work options and bridges the gap between school and work.

Objectives:

• To inculcate business attitude and develop skills among students to pursue higher education, world of work including self
• To develop students with an understanding of the processes of business and its environment;
• To acquaint students with the dynamic nature and inter-dependent aspects of business;
• To develop an interest in the theory and practice of business, trade and industry;
• To familiarize students with theoretical foundations of the process of organizing and managing the operations of a business firm;
• To help students appreciate the economic and social significance of business activity and the social cost and benefits arising there from;
• To acquaint students with the practice of managing the operations and resources of business;
• To enable students to act more effectively and responsibly as consumers, employers, employees and citizens;

BUSINESS STUDIES (Code No. 054) CLASS–XI (2022-23)

Theory: 80 Marks 3 Hours

Project: 20 Marks

Part A: Foundation of Business

Concept includes meaning and features

Unit 1: Evolution and Fundamentals of Business

Unit 2: Forms of Business organizations

Unit 3: Public, Private and Global Enterprises

Unit 4: Business Services

Unit 5: Emerging Modes of Business

Unit 6: Social Responsibility of Business and Business Ethics

Part B: Finance and Trade

Unit 7: Sources of Business Finance

Unit 8: Small Business and Enterprises

Unit 9: Internal Trade

Unit 10: International Trade

Unit 11: Project Work

As per CBSE guidelines.

Suggested Question Paper Design Business Studies

(Code No. 054) Class XI (2022-23)

March 2023 Examination

Marks: 80 Duration: 3 hrs.

Business Studies

CLASS–XII (2022-23)

Theory: 80 Marks 3 Hours

Project: 20 Marks

Part A: Principles and Functions of Management Unit 1: Nature and Significance of Management

Unit 2: Principles of Management

Unit 3: Business Environment

Unit 4: Planning

Unit 5: Organising

Unit 6: Staffing

Unit 7: Directing

Unit 8: Controlling

Part B: Business Finance and Marketing Unit 9: Financial Management

Unit 10: Financial Markets

Unit 11: Marketing

Unit 12: Consumer Protection

Unit 13: Project Work

PROJECT WORK IN BUSINESS STUDIES FOR CLASS XI AND XII

Introduction

The course in Business Studies is introduced at Senior School level to provide students with a sound understanding of the principles and practices bearing in business (trade and industry) as well as their relationship with the society. Business is a dynamic process that brings together technology, natural resources and human initiative in a constantly changing global environment. With the purpose to help them understand the framework within which a business operates, and its interaction with the social, economic, technological and legal environment, the CBSE has introduced Project Work in the Business Studies Syllabus for Classes XI and XII. The projects have been designed to allow students to appreciate that business is an integral component of society and help them develop an understanding of the social and ethical issues concerning them.

The project work also aims to empower the teacher to relate all the concepts with what is happening around the world and the student’s surroundings, making them appear more clear and contextual. This will enable the student to enjoy studies and use his free time effectively in observing what’s happening around.

By means of Project Work the students are exposed to life beyond textbooks giving them opportunities to refer materials, gather information, analyze it further to obtain relevant information and decide what matter to keep.

Objectives

After doing the Project Work in Business Studies, the students will be able to do the following:

• develop a practical approach by using modern technologies in the field of business and management;
• get an opportunity for exposure to the operational environment in the field of business management and related services;
• inculcate important skills of team work, problem solving, time management, information collection, processing, analysing and synthesizing relevant information to derive meaningful conclusions
• get involved in the process of research work; demonstrate his or her capabilities while working independently and
• make studies an enjoyable experience to

CLASS XI: GUIDELINES FOR TEACHERS

This section provides some basic guidelines for the teachers to launch the projects in Business Studies. It is very necessary to interact, support, guide, facilitate and encourage students while assigning projects to them.

The teachers must ensure that the project work assigned to the students whether individually or in group are discussed at different stages right from assignment to drafts review and finalization. Students should be facilitated in terms of providing relevant

materials or suggesting websites, or obtaining required permissions from business houses, malls etc for their project. The periods assigned to the Project Work should be suitably spaced throughout the academic session. The teachers MUST ensure that the students actually go through the rigors and enjoy the process of doing the project rather than depending on any readymade material available commercially.

The following steps might be followed:

1. Students must take any one topic during the academic session of Class
2. The project may be done in a group or individually.
3. The topic should be assigned after discussion with the students in the class and should then be discussed at every stage of submission of the draft/final project
4. The teacher should play the role of a facilitator and should closely supervise the process of project
5. The teachers must ensure that the student’s self esteem should go up, and he

/she should be able to enjoy this process.

6. The project work for each term should culminate in the form of Power Point Presentation/Exhibition/ Skit before the entire class. This will help in developing ICT and communication skills among

The teacher should help students to identify any one project from the given topics.

1. Project One: Field Visit

The objective of introducing this project among the students is to give a first hand experience to them regarding the different types of business units operating in their surroundings, to observe their features and activities and relate them to the theoretical knowledge given in their text books. The students should select a place of field visit from the following: – (Add more as per local area availability.)

1. Visit to a Handicraft
2. Visit to an
3. Visit to a Whole sale market (vegetables, fruits, flowers, grains, garments, )
4. Visit to a Departmental
5. Visit to a

The following points should be kept in mind while preparing this visit.

1. Select a suitable day free from rush/crowd with lean business
2. The teacher must visit the place first and check out on logistics. It’s better to seek permission from the concerned business-
3. Visit to be discussed with the students in They should be encouraged to prepare a worksheet containing points of observation and reporting.
4. Students may carry their cameras (at their own risk) with prior permission for collecting evidence of their observations.

1. Visit to a Handicraft Unit

The purpose of visiting a Handicraft unit is to understand nature and scope of its business, stake holders involved and other aspects as outlined below

1. The raw material and the processes used in the business: People /parties/firms from which they obtain their raw material.
2. The market, the buyers, the middlemen, and the areas covered. c) The countries to which exports are
3. Mode of payment to workers, suppliers
4. Working
5. Modernization of the process over a period of
6. Facilities, security and training for the staff and
7. Subsidies available/
8. Any other aspect that the teachers deem

2. Visit to an Industry.

The students are required to observe the following:

1. Nature of the business
2. Determinants for location of business
3. Form of business enterprise: Sole Proprietorship, Partnership, Undivided Hindu Family, Joint Stock Company (a Multinational Company).
4. Different stages of production/process
5. Auxiliaries involved in the
6. Workers employed, method of wage payment, training programmes and facilities
7. Social responsibilities discharged towards workers, investors, society, environment and
8. Levels of
9. Code of conduct for employers and
10. Capital structure employed- borrowed v/s
11. Quality control, recycling of defective
12. Subsidies available/availed.
13. Safety Measures
14. Working conditions for labour in observation of Labour
15. Storage of raw material and finished
16. Transport management for employees, raw material and finished
17. Functioning of various departments and coordination among them (Production, Human Resource, Finance and Marketing)
18. Waste
19. Any other

3. Visit to a whole sale market: vegetables/fruits/flowers/grains/garments etc.

The students are required to observe the following:

1. Sources of
2. Local market practices.
3. Any linked up businesses like transporters, packagers, money lenders, agents,
4. Nature of the goods dealt
5. Types of buyers and
6. Mode of the goods dispersed, minimum quantity sold, types of packaging
7. Factors determining the price
8. Seasonal factors (if any) affecting the
9. Weekly/ monthly non-working days.
10. Strikes, if any- causes
11. Mode of payments.
12. Wastage and disposal of dead
13. Nature of price fluctuations, reason
14. Warehousing facilities available\availed.
15. Any other

4. Visit to a Departmental store

The students are required to observe the following:

1. Different departments and their lay
2. Nature of products offered for
3. Display of fresh
4. Promotional
5. Spaces and
6. Assistance by Sales
7. Billing counter at store – Cash, Credit Card/ Debit Card, swipe Added attractions and facilities at the counter.
8. Additional facilities offered to customers
9. Any other relevant aspect.

5. Visit to a Mall.

The students are required to observe the following:

1. Number of floors, shops occupied and
2. Nature of shops, their ownership status
3. Nature of goods dealt in: local brands, international brands,
4. Service business shops- Spas, gym, saloons
5. Rented spaces, owned spaces,
6. Different types of promotional
7. Most visited
8. Special attractions of the Mall- Food court, Gaming zone or Cinema
9. Innovative
10. Parking Teachers may add more to the list.

II. Project Two: Case Study on a Product

1. Take a product having seasonal growth and regular demand with which students can relate. For example,
   • Apples from Himachal Pradesh,
   • Oranges from Nagpur,
   • Mangoes from Maharashtra/U.P./Bihar/Andhra Pradesh
   • Strawberries from Panchgani,
   • Aloe vera from Rajasthan,
   • Walnuts/almonds from Kashmir,
   • Jackfruit from South,
   • Guavas from Allahabad,

• Pineapples from North East India,
• Tea from Assam,
• Orchids from Sikkim and Meghalaya,
• Pottery of Manipur,
• Fishes from coastal

Students may develop a Case Study on the following lines:

• Research for change in price of the For example, apples in Himachal Pradesh during plucking and non plucking season.
• Effect on prices in the absence of effective transport
• Effect on prices in the absence of suitable warehouse
• Duties performed by the
• Demand and supply situation of the product during harvesting season, prices near the place of origin and

Students may be motivated to find out the importance of producing and selling these products and their processed items along with the roles of Transport, Warehousing, Advertising, Banking, Insurance, Packaging, Wholesale selling, Retailing, Co-operative farming, Co-operative marketing etc.

The teacher may develop the points for other projects on similar lines for students to work on.

The teacher may assign this project as ‘group’ project and may give different products to different groups. It could conclude in the form of an exhibition.

III. Project Three: Aids to Trade

Taking any one AID TO TRADE, for example Insurance and gathering information on following aspects

1. History of Insurance Lloyd’s
2. Development of regulatory
3. Insurance Companies in India
4. Principles of
5. Types of Importance of insurance to the businessmen.
6. Benefits of crop, orchards, animal and poultry insurance to the
7. Terminologies used (premium, face value, market value, maturity value, surrender value) and their
8. Anecdotes and interesting cases of insurance. Reference of films depicting people committing fraudulent acts with insurance
9. Careers in

Teachers to develop such aspects for other aids to trade.

IV. Project Four: Import /Export Procedure

Any one from the following

1. Import /Export procedure

The students should identify a product of their city/country which is imported /exported. They are required to find the details of the actual import/export procedure. They may take help from the Chambers of Commerce, Banker, existing Importers/Exporters, etc.

They should find details of the procedure and link it with their Text knowledge.

The specimens of documents collected should be pasted in the Project file with brief description of each. They may also visit railway godowns/dockyards/ transport agencies and may collect pictures of the same.

Presentation and submission of project report.

At the end of the stipulated term, each student will prepare and submit his/her project report.

Following essentials are required to be fulfilled for its preparation and submission.

1. The total project will be in a file format, consisting of the recordings of the value of shares and the
2. The project will be
3. The project will be presented in a neat
4. The project report will be developed in the following sequence-
   • Cover page should project the title, student information, school and
   • List of
   • Acknowledgements and preface (acknowledging the institution, the news papers read, V. channels viewed, places visited and persons who have helped).
   • Topic with suitable
   • Planning and activities done during the project, if
   • Observations and findings while conducting the
   • News paper clippings to reflect the changes of share
   • Conclusions (summarised suggestions or findings, future scope of study).
   • Appendix (if needed).
   • Teachers
   • Teachers will initial preface
   • At the completion of the evaluation of the project, it will be punched in the centre so that the report cannot be reused but is available for reference
   • The projects will be returned after evaluation. The school may keep the best

V. Project Five: A visit to any State Emporium (other than your school state).

The purpose of this project is that it leads to –

• Development of deeper understanding of the diversity of products in the states like Assam, Tripura, Nagaland, Mizoram, Manipur, Meghalaya, Sikkim, Arunachal Pradesh, Jammu and Kashmir, Kerala, Chhatisgarh, Telangana, Andhra Pradesh and other states of the
• Sensitization and orientation of students about other states, their trade, business and commerce,
• Understanding the cultural and socio-economic aspects of the state by the students,
• Developing the understanding of role of folk art, artisanship and craftsmanship of the state in its growth and economic development
• Understanding the role of gifts of nature and natural produce in the development of trade, business and commerce
• Understanding the role of vocational skills and abilities on the livelihood of artisans/ craftsman
• Understanding of entrepreneurial skills and abilities of the artisans/craftsman
• Understanding of the unemployment problem of the state and role of art and craft of the state in generating employment opportunities
• Value aspect –
• Sense of gratitude – by appreciating the contributions made by others in the betterment of our lives
• Appreciating the dignity of work
• Sensitivity towards social, cultural, ethnical and religious differences Benefits of social harmony and peace
• Understanding and appreciating the unity in diversity in India
• Appreciating differences in race, skin colour, languages, religion, habits, festivals, clothing coexistence

Presentation and Submission of Project Report

At the end of the stipulated term, each student will prepare and submit his/her project report.

Following essentials are required to be fulfilled for its preparation and submission.

24. Nature of the business organisation (emporium)
25. Determinants for location of the concerned emporium
26. Is the space rented or owned
27. Nature of the goods dealt in
28. Sources of merchandise of the emporium
29. Role of co-operative societies in the manufacturing and/or marketing of the merchandise
30. Role of gifts of nature or natural produce in the development of goods/merchandise
31. Types of buyers and sellers
32. Modes of goods dispersed, minimum quantity sold and type of carrying bag or package used for delivery of the products sold
33. Factors determining the pricing at the emporium
34. Comparison between the prices of goods available at the emporium with the prices in the open Also highlight probable causes of variations if any.
35. Kind of raw material available naturally, used in making the products
36. The technique used in making the products e., hand made or machine made
37. Has the child labour being used in making the products sold at the emporium
38. Are the products eco-friendly, in terms of manufacturing, disposal and packing
39. Seasonal factors if any affecting the business of the emporium
40. Weekly/ Monthly non-working days
41. Mode of billing and payments – Cash, Credit Card/ Debit Card, Swipe
42. Does the emporium sell its merchandise in installment / deferred payment basis
43. Do they provide home delivery and after sales
44. Different types of promotional campaigns / schemes
45. Assistance by Sales Personnel
46. Export orientation of this emporium and procedure used
47. Policies related to damaged/ returned goods
48. Any government facility available to the emporium
49. Warehousing facilities available / availed
50. Impact of tourism on the business of emporium
51. Additional facility offered to customers
52. Any Corporate Social Responsibility (CSR) assumed by the emporium
53. Contribution made by the emporium to its locality

ASSESSMENT

The marks will be allocated on the following heads.

CLASS XII: GUIDELINES FOR TEACHERS

Students are supposed to select one unit out of four and are required to make only

ONE project from the selected unit. (Consist of one project of 20 marks)

1. Help students to select any ONE Topic for the entire
2. The topic should be assigned after discussion with the students in the class and should then be discussed at every stage of the submission of the

The teacher should play the role of a facilitator and should closely supervise the process of project completion. The teachers must ensure that the project work assigned to the students whether individually or in group are discussed at different stages right from assignment to drafts review and finalization. Students should be facilitated in terms of providing relevant materials or suggesting websites, or obtaining required permissions from business houses, malls etc for their project. The periods assigned to the Project Work should be suitably spaced throughout the academic session. The teachers MUST ensure that the student actually go through the rigors and enjoy the process of doing the project rather than depending on any readymade material available outside.

3. The students must make a presentation of the project before the
4. The teachers must ensure that the student’s self-esteem and creativity is enhanced and both the teacher and the student enjoy this
5. The teachers should feel pride in the fact that they have explored the different dimensions of the project in an innovative way and their students have put in genuine work.

I. Project One: Elements of Business Environment

The teachers should help the students in selecting any one element of the following:

1. Changes witnessed over the last few years on mode of packaging and its economic The teacher may guide the students to identify the following changes:
2. The changes in transportation of fruits and vegetables such as cardboard crates being used in place of wooden crates, Reasons for above changes.
3. Milk being supplied in glass bottles, later in plastic bags and now in tetra-pack and through vending
4. Plastic furniture [doors and stools] gaining preference over wooden
5. The origin of cardboard and the various stages of changes and
6. Brown paper bags packing to recycled paper bags to plastic bags and cloth bags.
7. Re use of packaging [bottles, jars and tins] to attract customers for their products.
8. The concept of pyramid packaging for
9. Cost being borne by the consumer/manufacturer.
10. Packaging used as means of

2. The reasons behind changes in the following:

Coca – Cola and Fanta in the seventies to Thums up and Campa Cola in the eighties to Pepsi and Coke in nineties.

The teacher may guide the students to the times when India sold Coca Cola and Fanta which were being manufactured in India by the foreign companies.

The students may be asked to enquire about

1. Reasons of stopping the manufacturing of the above mentioned drinks in India
2. The introduction of Thums up and Campa cola
3. Re entry of Coke and introduction of Pepsi in the Indian
4. Factors responsible for the
5. Other linkages with the
6. Leading brands and the company having the highest market
7. Different local brands venturing in the Indian
8. The rating of the above brands in the
9. The survival and reasons of failure in competition with the international
10. Other observations made by the students

The teacher may develop the following on the above lines

3. Changing role of the women in the past 25 years relating to joint families, nuclear families, women as a bread earner of the family, changes in the requirement trend of mixers, washing machines, micro wave and standard of
4. The changes in the pattern of import and export of different
5. The trend in the changing interest rates and their effect on
6. A study on child labour laws, its implementation and
7. The state of ‘anti plastic campaign,’ the law, its effects and
8. The laws of mining /setting up of industries, rules and regulations, licences required for running that
9. Social factors affecting acceptance and rejection of an identified (Dish washer, Atta maker, etc)
10. What has the effect of change in environment on the types of goods and services? The students can take examples like:
11. Washing machines, micro waves, mixers and
12. Need for crèche, day care centre for young and
13. Ready to eat food, eating food outside, and tiffin

11. Change in the man-machine ratio with technological advances resulting in change of cost
12. Effect of changes in technological environment on the behaviour of

II. Project Two: Principles of Management

The students are required to visit any one of the following:

1. A departmental
2. An Industrial
3. A fast food
4. Any other organisation approved by the

They are required to observe the application of the general Principles of management advocated by Fayol.

Fayol’s principles

1. Division of
2. Unity of
3. Unity of
4. Scalar chain
5. Espirit de corps
6. Fair remuneration to
7. Discipline
8. Subordination of individual interest to general
10. Centralisation and
11. Stability of
12. Authority and Responsibility OR

They may enquire into the application of scientific management techniques by F.W. Taylor in the unit visited.

Scientific techniques of management.

1. Functional
2. Standardisation and simplification of
3. Method
4. Motion
5. Time
6. Fatigue Study
7. Differential piece rate

Tips to teacher

• The teacher may organize this
• The teacher should facilitate the students to identify any unit of their choice and guide them to identify the principles that are being
• Similarly they should guide the students to identify the techniques of scientific management implemented in the
• It may be done as a group
• The observations could be on the basis of
  • The different stages of division of work resulting to
  • Following instructions and accountability of subordinates to higher
  • Visibility of order and equity in the unit.
  • Balance of authority and
  • Communication levels and pattern in the
  • Methods and techniques followed by the organisation for unity of direction and coordination amongst
  • Methods of wage payments The arrangements of fatigue study.
  • Derivation of time
  • Derivation and advantages of method
  • Organisational chart of functional
  • Any other identified in the organisation

1. It is advised that students should be motivated to pick up different areas of visit. As presentations of different areas in the class would help in better understanding to the other

• The students may be encouraged to develop worksheets. Teachers should help students to prepare observation tools to be used for undertaking the

Examples; worksheets, questionnaire, interviews and organisational chart etc.

III. Project Three: Stock Exchange

The purpose of this project is to teach school students the values of investing and utilising the stock market. This project also teaches important lessons about the economy, mathematics and financial responsibility.

The basis of this project is to learn about the stock market while investing a specified amount of fake money in certain stocks. Students then study the results and buy and sell as they see fit.

This project will also guide the students and provide them with the supplies necessary to successfully monitor stock market trends and will teach students how to calculate profit and loss on stock.

The project work will enable the students to:

• understand the topics like sources of business finance and capital market
• understand the concepts used in stock exchange
• inculcate the habit of watching business channels, reading business journals/newspapers and seeking information from their

The students are expected to:

1. Develop a brief report on History of Stock Exchanges in (your country)
2. Prepare a list of at least 25 companies listed on a Stock
3. To make an imaginary portfolio totalling a sum of 50,000 equally in any of the 5 companies of their choice listed above over a period of twenty working days.

The students may be required to report the prices of the stocks on daily basis and present it diagrammatically on the graph paper.

• They will understand the weekly holidays and the holidays under the Negotiable Instruments

They will also come across with terms like closing prices, opening prices, etc.

• During this period of recording students are supposed to distinctively record the daily and starting and closing prices of the week other days under the negotiable instrument act so that they acquire knowledge about closing and opening
• The students may conclude by identifying the causes in the fluctuations of Normally it would be related to the front page news of the a business journal, for example,
• Change of
• Spread of epidemic.
• Strikes and accidents
• Natural and human
• Political
• Lack of faith in the government
• Impact of changes in government policies for specific
• International
• Contract and treaties at the international
• Relations with the neighbouring
• Crisis in developed countries,

The students are expected to find the value of their investments and accordingly rearrange their portfolio. The project work should cover the following aspects;

1. Graphical presentation of the share prices of different companies on different
2. Change in market value of shares due to change of seasons, festivals, natural and human
3. Change in market value of shares due to change in political environment/ policies of various countries/crisis in developed countries or any other reasons
4. Identify the top ten companies out of the 25 selected on the basis of their market value of

It does not matter if they have made profits or losses.

IV. Project Four: Marketing

1. Adhesives
2. Air conditioners
3. Baby diapers
4. Bathing Soap
5. Bathroom cleaner
6. Bike
7. Blanket
8. Body Spray
9. Bread
10. Breakfast cereal
11. Butter
12. Camera
13. Car
14. Cheese spreads
15. Chocolate
16. Coffee
17. Cosmetology product
18. Crayons
19. Crockery

20. Cutlery
21. Cycle
22. DTH
23. Eraser
24. e-wash
25. Fairness cream
26. Fans
27. Fruit candy
28. Furniture
29. Hair Dye
30. Hair Oil
31. Infant dress
32. Inverter
33. Jams
34. Jeans
35. Jewellery
36. Kurti
37. Ladies bag
38. Ladies footwear

39. Learning Toys
40. Lipstick
41. Microwave oven
42. Mixers
43. Mobile
44. Moisturizer
45. Music player
46. Nail polish
47. Newspaper
48. Noodles
49. Pen
50. Pen drive
51. Pencil
52. Pickles
53. Razor
54. Ready Soups
55. Refrigerator
56. RO system
57. Roasted snacks
58. Salt

59. Sarees
60. Sauces/ Ketchup
61. Shampoo
62. Shaving cream
63. Shoe polish
64. Shoes
65. Squashes
66. Suitcase/ airbag
67. Sunglasses
68. Tea
69. Tiffin Wallah
70. Toothpaste
71. Wallet
72. Washing detergent
73. Washing machine
74. Washing powder
75. Water bottle
76. Water storage tank
77. Wipes

Any more as suggested by the teacher.

The teacher must ensure that the identified product should not be items whose consumption/use is discouraged by the society and government like alcohol products/pan masala and tobacco products, etc.

Identify one product/service from the above which the students may like to manufacture/provide [pre-assumption].

Now the students are required to make a project on the identified product/service keeping in mind the following:

1. Why have they selected this product/service?
2. Find out ‘5’ competitive brands that exist in the
3. What permission and licences would be required to make the product?
4. What are your competitors Unique Selling Proposition.[U.S.P.]?
5. Does your product have any range give details?
6. What is the name of your product?
7. Enlist its
8. Draw the ‘Label’ of your
9. Draw a logo for your product.
10. Draft a tag
11. What is the selling price of your competitor’s product?

• Selling price to consumer
• Selling price to retailer
• Selling price to wholesaler

What is the profit margin in percentage to the

12. How will your product be packaged?
13. Which channel of distribution are you going to use? Give reasons for selection?
14. Decisions related to warehousing, state
15. What is going to be your selling price?
    • To consumer
    • To retailer
    • To wholesaler
16. List 5 ways of promoting your
17. Any schemes for
    • The wholesaler
    • The retailer
    • The consumer
18. What is going to be your ‘U.S.P?
19. What means of transport you will use and why?
20. Draft a social message for your label.
21. What cost effective techniques will you follow for your
22. What cost effective techniques will you follow for your promotion

At this stage the students will realise the importance of the concept of marketing mix and the necessary decision regarding the four P’s of marketing.

• Product
• Place
• Price
• Promotion

On the basis of the work done by the students the project report should include the following:

1. Type of product /service identified and the (consumer/industries) process involve there
2. Brand name and the
3. Range of the
4. Identification mark or
5. Labeling and
6. Price of the product and basis of price
7. Selected channels of distribution and reasons
8. Decisions related to transportation and State reasons.
9. Promotional techniques used and starting reasons for deciding the particular
10. Grading and

Presentation and Submission of Project Report

At the end of the stipulated term, each student will prepare and submit his/her project report.

Following essentials are required to be fulfilled for its preparation and submission.

1. The total length of the project will be of 25 to 30
2. The project should be
3. The project should be presented in a neat
4. The project report should be developed in the following sequence-
   • Cover page should include the title of the Project, student information, school and

• List of
• Acknowledgements and preface (acknowledging the institution, the places visited and the persons who have helped).
• Topic with suitable
• Planning and activities done during the project, if
• Observations and findings of the
• Conclusions (summarized suggestions or findings, future scope of study).
• Photographs (if any).
• Appendix
• Teacher’s
• Signatures of the
• At the completion of the evaluation of the project, it should be punched in the centre so that the report may not be reused but is available for reference
• The project will be returned after The school may keep the best projects.

ASSESSMENT

Allocation of Marks = 20 Marks

The marks will be allocated under the following heads:

Suggested Question Paper Design Business Studies

(Code No. 054) Class XII (2022-23)

March 2023 Examination

Marks: 80 Duration: 3 hrs.