AQA GCSE Unit 8 and 9 Business and Communications Scheme of Work 2010

GCSE Business and CommunicationSystems

Schemes of Work• Units 8 and 9: ICT Systems in Business and Using ICT

in Business – an integrated approach

Teacher Resource Bank / GCSE Business and Communication Systems / Unit 8 and 9 Integrated Schemes of Work / Version 1.0

klm Copyright © 2009 AQA and its licensors. All rights reserved. 1

GCSE BUSINESS AND COMMUNICATION SYSTEMS SCHEME OF WORK The purpose of this scheme of work is to provide advice and guidance to teachers when planning the delivery of this specification. This scheme of work has been designed to integrate the content of both Units 8 and 9 so they are taught together over a two year period, allowing a mixture of theory and practice. There is no requirement to use this scheme. ALLOCATION OF TEACHING HOURS The scheme of work is based on an average of 2 hours’ contact time each week over 58 weeks (five terms) approximately.

RESOURCES

• AQA GCSE Business & Communication Systems Student’s Book (Nelson Thornes) by Kathryn Taylor and Diane Mansell (ISBN: 978-1-4085-0432-1)

• AQA Business and Communication Systems for GCSE (Hodder Education) by Carolyn

Wort and Fiona Petrucke

• Many resources can be found on http://www.iw-chameleon.co.uk which is the temporary listing for the site originally created by Michael Owen for Business Communications.

• Useful quizzes can be found on http://www.teach-ict.com/gcse/gcse_quizzes.html for

starters or a plenary.

• Video tutorials can be found on http://www.teach-ict.com/videohome.htm for all the main Microsoft applications.

• Notes can be found on http://www.teach-ict.com/gcse/gcse_topics.html for both Unit 9

and 10.

• Notes an Aims and Objectives of businesses http://www.bbc.co.uk/schools/gcsebitesize/business/aims/aimsactivitiesrev1.shtml

• Notes on People in Business

http://www.bbc.co.uk/schools/gcsebitesize/business/aims/aimsactivitiesrev1.shtml

• http://puzzlemaker.discoveryeducation.com/ invaluable for creating starters and a plenary (allow students to create their own too).


Copyright © 2009 AQA and its licensors. All rights reserved. klm 2

Scheme A Integration of Units 8 and 9 (Unit 8 is shown in italics)

Objectives Outcomes Possible Activities Assessment Opportunities

Number of lessons

Course introduction. Understand how the specification is examined and how students should organise the work area.

Look at specification and scheme of work.

Create file management structure.

1

1.4 Health and Safety at Work 3

Students should be aware of the main legislation affecting the working environment.

Understand the responsibilities of employers and employees under the Health and Safety at Work Act and the Display Screen Regulations.

Create a presentation on law for the small business.

Create a booklet for people starting work.

Information on BBC Bitesize and www.teach-ict.com

Teacher Assessment or assessment by visiting speaker.



Objectives Outcomes Possible Activities Assessment

Opportunities Number of

lessons

1.1 Select and use appropriate software for business purposes

5

Students should be aware of the different forms of data and that it could be from internal or external sources.

Put together a guide for year 7 students on software available in school and when it should be used.

Discuss criteria and peer assessment

Students should be aware of when to select and use appropriate software for spreadsheets, databases and word-processing software.

Select independently the appropriate software to perform tasks.

Use appropriate software to record the income and expenditure for a school event such as a visit or a play.

Use appropriate software to design a leaflet for teenagers on what entertainment facilities are available to them in their town.

Peer assessment

Students should understand the difference between qualitative and quantitative information.

Use appropriate software to record the results of a questionnaire.

Look at examples.

Teacher assessment





lessons

1.5 Using Appropriate Software: Graphics Students should be able to create graphics.

Create graphics using simple free hand and geometric shapes.

Create the following: a clown, a rainbow, a loaf of bread.

Create a CD cover.

Peer assessment

6

Students should be able to combine text and graphics in a variety of ways.

Create a flyer advertising healthy eating using a variety of graphics such as call outs, borders, etc.

(See specification for range of skills).

Identify simple logos and discuss how they may have been produced.

Create logo and letter heading for various companies eg The Fresh Bread Company.

Teacher assessment

Test Integrated assignment (comprising manipulating text, spreadsheet / database or graphics tasks. There are many published activities on http://www.iw-chameleon.co.uk

Teacher assessment

2





lessons

1.2 Use appropriate software: Word Processing

6

Students should be able to use word processing effectively in a variety of situations.

Create a range of business documents including letters, advertisements and flyers.

Scenario of organising a course visit – research study tours and choose a visit for the class.

Teacher assessment

Write to the company to request information. Write a letter to parents giving information about the visit and consent to attend. Create publicity material.

Self assessment

Create agenda and minutes for a meeting.

Create a meeting agenda to discuss the visit and produce minutes.

(See specification for range of skills)





lessons

2.1 Recruitment and selection of staff

4

Students should understand how businesses advertise for staff.

Understand the main methods of advertising for staff.

Create a job advertisement.

Discuss the difference between internal and external recruitment.

Discuss advantages and disadvantages of different methods used to recruit staff including job centres, agencies, notice boards, newspaper advertising, trade press and the internet.

Looking at job advertisements and the information they contain. (Use a situations vacant page in a newspaper - which job requires 3 years’ experience, etc).

Teacher/peer assessment





lessons

2.1 Recruitment and selection of staff (continued)

6

Students should understand the recruitment process

Explain the purpose of a job description and a person specification.

Mock recruitment process.

Trial interviews etc.

Speaker from Connexions.

Teacher/Speaker assessment

Explain why some businesses provide an application form and others ask for a CV.

Explain the various stages in staff selection.

Students to create own CV.

Complete an application form for a specific vacancy.

BBC Bitesize has excellent resources in the GCSE Business Studies section.

Test on the recruitment process.

Teacher assessment 1





lessons

2.1 Recruitment and selection of staff (continued)

4

Students should understand the contract of employment.

Explain why the different types of contract are given and the main features of the contract.

Create a contract of employment for a job role.

Peer assessment

2.4 Students should be aware of Employment Rights and Responsibilities and understand the law relating to employment and equal opportunities.

Explain the rights and responsibilities of employees and those looking for work.

Research equal opportunities legislation. Create agony aunt page concerning getting a job.

2.3 Rewarding Staff

Students should understand the methods of reward and remuneration.

Explain the use of the different methods of rewards and remuneration.

Identify from job adverts an example of the main forms of remuneration or reward.

(See range given on specification)

Teacher assessment





lessons

2.2 Training 4

Students should understand the main methods of training.

Choose the most appropriate method of training in a given situation.

List the advantages and disadvantages of internal and external training.

Teacher Assessment

Explain the content of induction training.

Identify the benefits of training to both the individual and the organisation.

Create an induction programme for a new teacher at your school.

Teacher/Peer Assessment

1.3 Using appropriate software: Spreadsheets

6

Students should be able to use spreadsheets appropriately.

Create a spreadsheet without being given the headings.

Use appropriate software to record income and expenditure for a school event such as a visit or a play

Teacher assessment

Use single and multiple sheets to create tables.

Use labels, formulae and functions.

Create and apply validation rules.

Use conditional formatting.

Using spreadsheets to calculate wages.

There are some excellent video tutorials on www.teach-ict.com.

Teacher assessment





lessons

1.3 Using appropriate software: Spreadsheets (continued)

3

Students should be able to create charts using a variety of formats and insert titles and legends.

Use a variety of formats of charts.

Look at a variety of charts and discuss their appropriateness, eg pie chart showing 100% of students are against detentions lasting longer than an hour.

Use appropriate software to record the results of a questionnaire on computer ownership.

Teacher assessment

Integrated Assignment.

Test on spreadsheets, charts and word processing.

Teacher assessment

2

1.4 Using appropriate software: Databases

2

Students should be able to create data capture forms.

Create logical data capture forms with input masks.

Create a hotel/leisure centre booking form.

Create a form for a dating agency (incorporate graphics) or a social networking site.

Teacher assessment





lessons

1.4 Using appropriate software: Databases

7

Students should be able to create and design database tables.

Use appropriate data types, sort and search records and create reports.

Create a database for a dating agency/cake maker.

There are some excellent video tutorials on www.teach-ict.com.

Past examination papers for Business and Communication Systems.

Teacher assessment

1.6 Using appropriate software: Presentation Software

6

Create a presentation for a specific audience of at least 8 slides length. It should have transitions and animations and presenter notes.

Modify presentation according to specific instructions or to make it appropriate for a different audience.

Create a presentation for teaching staff on using Facebook, My Space or any other social networking site.

Create a presentation on the educational benefits of gaming software for teaching staff.

Teacher to decide on appropriate criteria to evaluate the presentation and peer assessment



Objectives Outcomes Possible Activities Assessment Opportunities

Number of lessons

1.7 Using appropriate software: Web Authoring Software

6

Students should be able to create a web page.

Create a web page.

Animate text.

Create hyperlinks.

Create their own webpage about themselves.

Create a convincing webpage on a fictitious animal, eg a happy frog.

Peer assessment

3.4 Internet and e-commerce 6

Students should be able to evaluate how a business uses the internet.

Evaluate how a business uses the internet.

Case study of a business. Visit or speaker.

Look at a website such as Odeon cinemas – evaluate what the website is used for.

Compare two businesses – e.g. Next and a local boutique. Explain the advantages and disadvantages of using the internet to one of the businesses.

Teacher/Peer Assessment

Explain the use of the internet and the intranet.

Explain the use of LAN and WAN.

Create an e-commerce site.

Talk from Network Manager or teacher responsible for IT.





lessons

1.5 ICT Data systems 6

Students should be aware that there are a wide range of primary and secondary sources of data.

Collect both primary and secondary data using manual and database form.

Research trends in computer software use.

Students should understand the purpose and appropriate use of the main input devices, main storage devices and main output devices.

(See specification for range of devices to be covered).

Identify and think of appropriate uses for the listed input devices.

Devise buying guide for main input devices.

Create display.

Create school newspaper using all main types of input devices.

Create “shopping list” for creating an office for a new leisure centre.

Peer and teacher assessment





lessons

1.1 The Business Environment 4

Students should understand the objectives of businesses.

Identify a variety of objectives that a business could have.

Discuss the students’ own objectives for the next two years. Discuss the school/college’s objectives.

Look at business objectives of a variety of businesses either from their website or from www.bized.ac.uk

Possible speaker from local business.

Questions and answers

Students should understand the criteria for judging the success of a business.

Students should understand who stakeholders are and the influence they have.

Understand how success is measured.

Find examples of local/national businesses which are profitable, have created jobs recently, have increased their market share, or which are well known for their ethical practices.

Revise Health and Safety and the law

1





lessons

1.6 Security of Data

Students should understand the role of the law in protecting data.

Identify the responsibilities businesses have under the Data Protection Act.

Test on law and business. Teacher/peer assessment 1

Test on law, remuneration, training and health and safety.


Integrated assignment (comprising manipulating text, web page or presentation tasks). There are many published activities on http://www.iw-chameleon.co.uk


Students should be able to explain the range of methods of protecting data.

Understand the use of virus protection, firewalls, passwords, encryption and the use of screen savers.

Research key terms: virus protection, firewalls, passwords, encryption and the use of screen savers.

Question and Answer as to their use.

Teacher/self assessment 2





lessons

1.2 Business Administration 3

Students should understand the role of administration in a business and different job roles.

Identify job roles in a business.

Understand different organisational structures.

Understand the difference between routine and non routine tasks and decision making.

Examine organisation charts for a range of different organisations. Identify if they are flat or hierarchical.

Role play exercise followed by discussion.

1.3 Workplace Organisation 5

Students should understand the different kinds of working environments and office layouts.

Understand when to use open plan or cellular offices.

Explain why ergonomics can help business.

Explain the impact of modern developments in working practices.

Explain the importance of sustainability.

Design an office – justify your decision whether to be open plan or cellular.

Short question and answer session.

Produce a report on how working life has changed in a local organisation.

Speaker or visit.






lessons

3.1 The Purpose of Communication

Explain the purposes of communication, the importance of clarity and accuracy. List benefits of effective communication.

Chinese whispers. Case study.


3.2 Communication systems 6

Students should understand the process of communication, the channels of communication and the methods that can be used.

Choose the most appropriate medium of communication.

Matching exercise. Explain which mobile phone is the most suitable for a given situation.


Describe the features of the technology available to communicate.

Explain which software is the most appropriate in a given situation.

Students should be able to explain the barriers to communication.

Identify barriers to communication.

Practice tasks designing spreadsheets. What can go wrong?


3.3 The importance of ICT in Business Communications

Explain why software is used.

Identify the features of software used and explain the uses of the main types of software. Case study of school. Needs explaining?

Teacher/peer assessment 3

Revision using specimen and past papers

Teacher Assessment Rest of the term

Documents

AQA GCSE Unit 8 and 9 Business and Communications Scheme of Work 2010