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CBSE Board Class 12th Syllabus Business Studies 2019

CBSE has released the latest syllabus of Subject Business Studies for the Academic Year 2018-19 Board Examination. Get full details regarding the Syllabus in below Article.

The syllabus of Business Studies deals mainly with General Management, Financial Management and Marketing Management.

BST is a theoretical subject and most students take this as a breather exam. However, with the changes in CBSE pattern, you cannot score a full 100 percent anymore just by mugging up your NCERT book.

“At present, almost 60 per cent of the CBSE Class 12 Business Studies paper consists of analytical questions with application-based, higher order thinking skill (HOTS), and evaluation-based questions,” says Hariyana Vidya Mandir (Kolkata) senior Business Studies teacher Pradeep Mukherjee, with 28 years of teaching experience,

“It doesn’t test the student how much they can mug up or remember information. In simple words, there is a greater emphasis on case study based questions. Therefore, students have to read the text book thoroughly so that their concept on the various topics are absolutely clear,” Mukherjee adds.

Students tend to make certain very common mistakes, as seen in past years’ Class 12 Business Studies papers, which can be solved if these guidelines by him are kept in mind.


1.Firstly, students should have their concepts clear so that they can identify from which chapter and from which topic the case study problem has been given. Answering the question will become much easier once they can identify this.

2.Students make errors for wrong identification of what the question wants to know. When they canno identify it and explain with an incorrect concept, they lose marks.

3.In the CBSE Class 12 BST paper, from each chapter, there are some common topics which students need to study well and have clear concepts about, such as meaning, features, importance, limitations, types, steps etc. of all the functions of management. They mustn’t get confused between one topic and another.

4.Students should answer the question in a point-wise format with the points highlighted. A common error students make is writing answers in paragraph format and without highlighting the points. They lose marks this way.

5.There are some common questions from certain chapters like steps of planning, steps of controlling, steps of staffing, steps for selection of employees etc. Students very often get confused between all these points. If they write one set of steps while another set is asked in the question, they lose the entire marks for that answer.

6.Lastly, time management is a very important factor during CBSE Boards Business Studies exam. Barring that, many students are forced to leave out questions or any scope for revision as they took too long with their paper. Each 1-mark question should be given one minute, each 3-mark question should be given 5 minutes, each 4-mark question can be given 8 minutes, each 5-mark question can be given 12 minutes, and each 6-mark question can be given 17 minutes. This way, 15 minutes will be left for revision purpose.

Units Unit Names No. of Periods Marks
Part A Principles and Functions of Managements    
1 Nature And Significance of Management 14 16
2 Principles of Management 14  
3 Business Environment 12  
4 Planning 14 14
5 Organizing 18  
6 Staffing 16 20
7 Directing 18  
8 Controlling 14  
    120 50
Part B Business Finance and Marketing    
9 Financial Management 22 15
10 Financial Market 20  
11 Marketing Management 23 15
12 Consumer Protection 30 20
Part C Project Work 30 20

Part A: Principles and Functions of Management

Unit I: Nature and Significance of Management

  • Management – concept, objectives and importance
  • Management as Science, Art and Profession
  • Levels of management
  • Management functions – planning, organising, staffing, directing and controlling
  • Coordination – concept, characteristics and importance

Unit 2: Principles of Management

  • Principles of Management – concept, nature and significance
  • Fayol’s principles of management
  • Taylor’s Scientific Management – principles and techniques

Unit 3: Management and Business Environment

  • Business Environment – concept and importance
  • Dimensions of Business Environment – Economic, Social, Technological, Political and Legal
  • Impact of Government policy changes on business with special reference to liberalization, privatization and globalisation in India.

Unit 4: Planning

  • Concept, importance and limitations
  • Planning process
  • Single use and Standing Plans – Objectives, Strategy, Policy, Procedure, Method, Rule, Budget and Programme.

Unit 5: Organising

  • Concept and importance.
  • Organizing Process.
  • Structure of organization – functional and divisional.
  • Formal and informal organization.
  • Delegation: concept, elements and importance.
  • Decentralization: concept and importance.

Unit 6: Staffing

  • Concept and importance of staffing
  • Staffing as a part of Human Resource Management
  • Staffing process: Recruitment – sources; Selection – process
  • Training and Development – Concept and importance. Methods of training- on the job and off the job- Induction training, vestibule training, apprenticeship training and internship training.

Unit 7: Directing

  • Concept and importance
  • Elements of Directing: – Supervision – concept, functions of a supervisor.; – Motivation – Concept, Maslow’s hierarchy of needs; Financial and non-financial incentives.; – Leadership – concept, styles – authoritative, democratic and laissen faire.; – Communication – concept, formal and informal communication; barriers to effective; communication, how to overcome the barriers.

Unit 8: Controlling

  • Concept, nature and importance
  • Relationship between planning and controlling
  • Steps in the process of control

Part B: Business Finance and Marketing

Unit 9: Financial Management

  • Concept and objectives of financial management.
  • Financial decisions : investment, financing and dividend and factors affecting.
  • Financial planning – concept and importance.
  • Capital Structure – concept and factors affecting.
  • Fixed and Working Capital – concept and factors affecting their requirements.

Unit 10: Financial Markets

  • Financial Markets: concept and types.
  • Money market and its instruments.
  • Capital market and its types (primary and secondary).
  • Stock Exchange – functions and training procedure. Depository Services and D’mat Account.
  • Securities and Exchange Board of India (SEBI) – objectives and functions.

Unit 11: Marketing Management

  • Marketing – concept and functions.
  • Marketing management philosophies.
  • Marketing Mix – concept
  • Product – concept, branding, labeling and packaging. Price – factors determining price.
  • Physical distribution- concept, channels of distribution: types, choice of channels.
  • Promotion -concept and elements; advertising- concept, role, objections against advertising, personal selling – concept and qualities of a good salesman, sales promotion – concept and techniques, public relations – concept and role.

Unit 12: Consumer Protection

  • Concept and importance of consumer protection.
  • Consumer Protection Act 1986
    • Meaning of consumer and consumer protection.
    • Rights and responsibilities of consumers
    • Who can file a complaint and against whom?
    • Redressal machinery.
    • Remedies available.
  • Consumer awareness – Role of consumer organizations and Non-Governmental Organizations (NGOs).

Unit 13: Project Work


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 year.
  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 project.
    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 class.
  4. The teachers must ensure that the student’s self-esteem and creativity is enhanced and both the teacher and the student enjoy this process.
  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 impact. The teacher may guide the students to identify the following changes:
    1. The changes in transportation of fruits and vegetables such as cardboard crates being used in place of wooden crates, etc. Reasons for above changes.
    2. Milk being supplied in glass bottles, later in plastic bags and now in tetra-pack and through vending machines.
    3. Plastic furniture [doors and stools] gaining preference over wooden furniture.
    4. The origin of cardboard and the various stages of changes and growth.
    5. Brown paper bags packing to recycled paper bags to plastic bags and cloth bags.
    6. Re use of packaging [bottles, jars and tins] to attract customers for their products.
    7. The concept of pyramid packaging for milk.
    8. Cost being borne by the consumer/manufacturer.
    9. Packaging used as means of advertisements.
  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 THEN.
    2. The introduction of Thums up and Campa cola range.
    3. Re entry of Coke and introduction of Pepsi in the Indian market.
    4. Factors responsible for the change.
    5. Other linkages with the above.
    6. Leading brands and the company having the highest market share.
    7. Different local brands venturing in the Indian market.
    8. The rating of the above brands in the market.
    9. The survival and reasons of failure in competition with the international brands.
    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 living.
  4. The changes in the pattern of import and export of different Products.
  5. The trend in the changing interest rates and their effect on savings.
  6. A study on child labour laws, its implementation and consequences.
  7. The state of ‘anti plastic campaign,’ the law, its effects and implementation.
  8. The laws of mining /setting up of industries, rules and regulations, licences required for running that business.
  9. Social factors affecting acceptance and rejection of an identified product. (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:
    1. Washing machines, micro waves, mixers and grinder.
    2. Need for creche, day care centre for young and old.
    3. Ready to eat food, eating food outside, and tiffin centres.
  11. Change in the man-machine ratio with technological advances resulting in change of cost structure.
  12. Effect of changes in technological environment on the behaviour of employee

II. Project Two: Principles of Management

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

  1. A departmental store.
  2. An Industrial unit.
  3. A fast food outlet.
  4. Any other organisation approved by the teacher.
    They are required to observe the application of the general Principles of management advocated by Fayol.
    Fayol’s principles
    1. Division of work.
    2. Unity of command.
    3. Unity of direction.
    4. Scalar chain
    5. Espirit de corps
    6. Fair remuneration to all.
    7. Order.
    8. Equity.
    9. Discipline
    10. Subordination of individual interest to general interest.
    11. Initiative.
    12. Centralisation and decentralisation.
    13. Stability of tenure.


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

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

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