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CCEA Planning Framework for GCSE Business and Communications Systems

GCSE Business and Communications Systems

Contents Page

Unit 1: Software Applications for Business 1

Unit 2: The Business Environment 36


Unit 1:Software Applications for

Business

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IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE Business and Communication Systems. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through Business and Communication Systems:The following skills are assessed in GCSE Business and Communications Systems: knowledge and understanding application of knowledge and understanding develop skills and understanding in the use of software applications decision making, using data and problem solving; and analysis and evaluation.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4

CommunicationStudents should be able to: make oral and written summaries, reports and presentations, which

take account of audience and purpose, for example presentation of the marketing mix for given a product or service;

participate in discussions, debates and interviews, for example carrying out interviews to collect primary research; and

interpret, analyse and present information in oral, written and digital formats, for example analysis of primary and secondary research.

Using MathematicsStudents should be able to: use mental computation to calculate, estimate and make predictions in

a range of simulated and real-life contexts, for example calculating costs, revenue and profit;

select and apply mathematical concepts and problem solving strategies in a range of simulated and real-life contexts, for example identify financial issues and suggest improvements to cash flow for a business;

interpret and analyse a wide range of mathematical data, for example analysis of market research results;

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assess probability and risk in a range of simulated and real-life contexts, for example understand risks associated with unlimited liability; and

present mathematical data in a variety of formats which take account of audience and purpose, for example graphical representation of costs, revenue, profit.

Using ICTStudents should be able to make effective use of digital technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example secondary research online; collation and graphical presentation of data; use of spreadsheets for financial data.

Thinking Skills and Personal Capabilities at Key Stage 4Self-ManagementStudents should be able to: plan work, for example planning research within a given time; set personal learning goals and targets to meet deadlines, for example

planning research within a given time; monitor, review and evaluate their progress and improve their

learning, for example reflect on their contribution to group work; and effectively manage their time, for example plan, research and develop

a web page.

Working with OthersStudents should be able to: learn with and from others through co-operation, for example extract

information to be used for business documents; participate in effective teams and accept responsibility for achieving

collective goals, for example working in small groups to decide on relevant information; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example when communicating a balanced point of view with logical conclusions.

Problem SolvingStudents should be able to: identify and analyse relationships and patterns, for example

understand the relationship between price and demand; propose justified explanations, for example use research to justify a

decision; reason, form opinions and justify their views, for example when

presenting a digital solution for a given problem within a business context;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example be aware of bias in advertising and promotions;

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analyse and evaluate multiple perspectives, for example understand the importance of legislation to protect employers and employees;

explore unfamiliar views without prejudice, for example consider the perspectives of a range of stakeholders in a business decision;

weigh up options and justify decisions, for example use financial information to make and justify a decision; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example using the full breadth of knowledge to plan reasoned solutions to business issues.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm - T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

Assessment for LearningWhere reference is made to past paper questions throughout this Planning Framework, teachers will recognise opportunities for formative assessment activities.

Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Business and Communication specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities.

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Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.

Makes reference to supporting resources.

Unit 1Software applications play a vital role in business. They add value by increasing efficiency. Software applications can reduce the amount of time tasks take and they can improve record keeping. They can also enhance the ways in which businesses communicate with their stakeholders.

In this unit, students learn about relevant functions in software applications and develop their skills in using them in business contexts. When using software applications, students should be aware of standard ways of working and best practice approaches.

Pre-release data files will be available on our website before the examination. These will be in formats compatible with Microsoft Office (version 10 and above, and Microsoft Office 365).

If centres are not using this software, they should ensure that they convert the files into the appropriate format. Centres should seek guidance from CCEA on this process.

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Planning Framework for GCSE Business and Communication Systems

Unit 1 Software Applications for Business

Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

File Management

Pupils should be able to:

save, rename and delete files;

organise files in folders and subfolders;

use meaningful file and folder names; and

discuss and analyse the design process.

Demonstration of how to save, rename and delete files correctly.

Student activity: pupils practise this skill by creating folders for BCS and associated documents in their user area. Students should save the Business Document Templates from the CCEA website into their user areas.

Teacher checks that they have used meaningful file and folder names and that they are typed correctly, for example using initial capital letters.

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Resources CCEA Business Documents Templates

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Unit/Option content


Content


Common Software Application Tasks


understand the need for and use templates appropriately;

use standard formatting techniques effectively:– bold, italics,

underline and shading;

– line spacing; and– text alignment;

use cut, copy and paste;

insert a header and footer;

insert an image appropriately; and

Demonstration of how to use templates, standard formatting techniques and cut, copy and paste correctly.

Teacher should define what is meant by headers and footers and illustrate headers and footers.

Teacher should define what is meant by moving text – cut, copy and paste and illustrate each and the difference between them.

Student activity: students practise these skills by using templates to create documents and apply various formatting techniques. Complete activities involving cut, copy and paste. Students should insert a header containing a title, a footer with their name on it and appropriate image (/s). Students should save completed work into their user areas.

Demonstration of how to use a spellchecker correctly, emphasising the fact that it is also important to proof read all work, as a spellchecker does not pick up all errors.

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Unit/Option content


Content


use a spellchecker.Resources CCEA Business Documents Templates

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Unit/Option content


Content


Word Processing Software


change the orientation of a document;

insert images and charts from other sources;

insert shapes, hyperlinks and tables effectively;

wrap text;

use pagination;

produce professional business documents:– business letter;– business report;– poster; and– data capture

form; and

Teacher provides an overview of work processing software, key features and uses. Teacher should illustrate the main features using menu and tool bars. Discuss uses of word processing, stressing the importance of consistency in style and presentation.

Student activity: Students log on to Word processing software, input and save text.

Students complete practice tasks.

Teacher should define what is meant by font size and style.

Demonstration: Teacher should illustrate different font sizes, and styles and discuss appropriate usage.

Student practice activity on how to change font size and style.

Teacher should define what is meant by line spacing and justification of text.

Demonstration: Teacher should illustrate the different line spacing and justification options and discuss usage.

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Unit/Option content


Content


complete a mail merge with an existing data source.

Student practice activity on how to change line spacing and justification.

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Unit/Option content


Content


Word Processing Software (cont.) Teacher should define and illustrate what is meant by

numbered lists and bullet lists.

Student practice activity on how to apply numbers and bullets to lists.

Teacher should explain what is meant by the widows/orphans control and how/why it is used – prevent a single line being left on its own on a new page.

Demonstration: Teacher should illustrate how to switch the control off/on.

Student practice activity: Students should carry out the activity on how to switch widows/orphans on a documentary they have prepared.

Teacher should define/illustrate what is meant by the terms: alphabetical numerical chronological

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Unit/Option content


Content


Demonstration: Teacher should illustrate the sort function.

Student practice activity on sorting on a list the students have prepared.

Word Processing Software (cont.) Teacher should define what is meant by find and

replace.

Demonstration: Teacher should illustrate the find and replace function.

Student practice activity on search and replace.

Teacher should define what is meant by proof reading – finger for finger, word for word.

Student activity: Proof reading exercise – students should compare two versions of the same document and highlight the mistakes.

Creating a table: Teacher should define/illustrate what is meant by a

table;

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Unit/Option content


Content


Teacher should define what is meant by a row and a column;

Teacher should define what is meant by a cell; Teacher should define/illustrate what is meant by a

merged cell; and Teacher should illustrate how to apply shading to a

cell/row/column.

Student practice activity on creating a table.

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Unit/Option content


Content


Word Processing Software (cont.) Teacher should define/illustrate what is meant by

graphics: Clip Art pictures/images from - cameras, scanners and the

Internet drawing toolbar items - lines, rectangles, ellipses,

autoshapes

Demonstration: Teacher should illustrate how to insert images.

Student practice activity on inserting images.

Teacher should define what is meant by mail merge and how it is used. This activity is covered in the section on databases.

Video tutorial – Mail Merge: Discuss with students how to complete a mail merge activity using a letter they have prepared.

Students complete practice activities using CCEA Templates/Exemplars.

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Unit/Option content


Content


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Resources CCEA Business Documents Helpsheets: (Report, letter, Agenda and Minutes)exemplar CCEA Poster Helpsheet CCEA Data Capture Helpsheet

Mail Merge Tutorial – video tutorial

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Unit/Option content


Content


Spreadsheet Software


create or modify a spreadsheet from given information (maximum of two worksheets);

use rows and columns appropriately;

format cells appropriately;

sort data into numerical, alphabetical and chronological order; and

filter data.

Working with spreadsheets: Teacher should define what a spreadsheet is; Teacher should define what rows and columns are; Teacher should illustrate what rows/row numbers

are and what columns/column headings are; Teacher should define what a cell is; Teacher should illustrate how a cell reference is a

combination of a column heading and a row number; and

Teacher should illustrate what an active cell is and how the active cell will be highlighted by a border.

Student practice activities: Exercises in how to create spreadsheets.

Teacher should illustrate how text, numbers or a combination of both can be entered into a spreadsheet.

Demonstration: Teacher should illustrate how text/font sizes and text/font styles can be changed (skills transferred from word processing).

Demonstration: Teacher should illustrate how to sort rows (skills transferred from word processing) and

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filter data.

Student complete exercises in how to create spreadsheets, formed cells, sort and filter data.

Unit/Option content


Content


Spreadsheet Software (cont.)


use built-in functions:– sum;– average;– max;– min;– if; and – count;

create, replicate and use formulae appropriately;

demonstrate understanding of the

Teacher should define the following mathematical symbols: +, -, ÷ and x and illustrate the corresponding symbols in a spreadsheet: +, -, / and *

Teacher should illustrate the structure of formulae using numbers.= followed by( followed byNumber followed by+, -, / or * followed byNumber followed by)

Teacher should illustrate the structure of formulae using cell references.= followed by

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Unit/Option content


Content


need for data validation;

apply data validation on cells to carry out range checks and length checks; and

use relative and absolute cell referencing.

( followed byCell ref followed by+, -, / or * followed byCell ref followed by)

Teacher should illustrate how values and formulae can be copied from one cell to another or from one cell through a range of other cells.

Unit/Option content


Content


Spreadsheet Software (cont.) Teacher should illustrate how to print formulae

using the tools/options menu.

Student activities on using formulae:- Consult User Guide- spreadsheets (CCEA)

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Unit/Option content


Content


- Video tutorial – Formula – used to illustrate methods to be used.

Video tutorial/Factsheet – used to illustrate methods to be used.

Demonstration: Teacher should illustrate the countif command: =countif (range, “criteria”) is the formula for

counting instances of text =countif (range, number) is the formula for counting

instances of numerical data

Student practice activity: practising using countif formula.

Video tutorial/Factsheet – illustrating how to complete data validation.

Student practice activity: students carry out data validation activity.

Video tutorial – Validation illustrating relative and absolute cell referencing.

Student practice activity: students carry out relative and absolute cell referencing activity.

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Resources Video Tutorial 1) Formula 2) Validation 3) Charts

CCEA Spreadsheet user guide

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Unit/Option content


Content


Spreadsheet Software (cont.)


use data in a spreadsheet to create charts;

use the following chart formats:– bar chart;– pie chart;– line graph;

insert an appropriate title;

insert labels on axes;

show data values;

insert appropriate data legends; and

print formulae, data and charts.

Teacher should define what a chart is, discuss why/how charts are used.

Resources:-User Guide spreadsheets-Video tutorial – charts used as an illustration

Teacher should illustrate how charts can be created using spreadsheet software: Teacher should define and illustrate the different

chart types, e.g. column charts, bar charts, pie charts, line graphs and the various subtypes of each;

Teacher should define what legends are; Teacher should illustrate how legends are

shown/hidden; Teacher should define what titles are – chart and

axis titles; and Teacher should illustrate how titles are inserted.

Student practice activities: based on creating, formatting and labelling charts from existing spreadsheets.

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Resources Video Tutorial 1) Formula 2) Validation 3) Charts

CCEA Spreadsheet User Guide

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Unit/Option content


Content


Database Software


create or modify a structure for a relational database (two tables);

understand and use the following data types appropriately:– text;– numeric;– date/time; and– Boolean;

understand the need for primary keys and foreign keys; and

use primary keys and foreign keys.

Teacher should explain what a data capture form is and why it is used.

Demonstration: Teacher should illustrate how to create a data capture form.

Student practice activity: create a data capture form.

Teacher should define what a database is, defining and illustrating the terms database, record and field.

Student practice activities: Teacher should lead students through the process of

creating a database, including adding and editing fields and records; and

Students will be given an opportunity to create a database, add and edit fields and records independently.

Teacher should describe the different data types.

Demonstration: Teacher should illustrate how to create fields with particular data types.

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Unit/Option content


Content


Database Software (cont.) Student practice activities:

Teacher should lead students through the process of using data types; and

Students will be given an opportunity to use data types independently when setting up databases.

Teacher should define what is meant by the term ‘search’.

Student practice activities: Teacher should describe/illustrate the different ways

to search a database: Query and Filter; and

Students will be given an opportunity to use data types independently when setting up and querying databases.

Teacher to describe/illustrate how database data can be used to create, e.g. mailing labels, envelopes, letters.

Student practice activity: Students to create, e.g. envelopes, labels.

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Unit/Option content


Content


Database Software (cont.) Teacher should describe and illustrate the main

sections of a business letter.

– letter head– reference– date– recipient– salutation– subject– main body of letter– closure– signature and position– enclosure (Enc/s)

Student practice activities: Students produce a business letter for a given topic,

making use of a writing frame, where appropriate, to aid differentiation.

Teacher should define what a mail merge is and the benefits it offers for business communications.

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Unit/Option content


Content


Database Software (cont.) Demonstration: Teacher should illustrate how to

merge a letter with a database table.

Student practice activities: Students work through example led by teacher. Students complete a business letter and database

and merge both documents.SM

Resources Video Tutorial 1) Editing and Modify 2) Primary Key and Relationships 3) Sort and Filter 4) Query 5) Reports 6) Forms

CCEA Database User Guide

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Unit/Option content


Content


Database Software (cont.)


understand and create relationships between tables:- one to one;- one to many; and- many to many;

add, amend and delete records;

understand the need for and perform validation on fields:– range check;– presence check;

and– type check;

create and modify data capture forms; and

create SELECT queries to search a

Using the CCEA Factsheet and video tutorial teacher should demonstrate relationships between tables.

Student practice activities: based on creating relationships from between tables.

Using the CCEA Factsheet and video tutorial teacher should demonstrate how to add, amend and delete records.

Student practice activities: based on adding, amending and deleting records.

Using the CCEA Factsheet and video tutorial teacher should demonstrate how to perform validation checks on fields.

Student practice activities: based on data validation checks.

Student practice activities: modify data capture forms created earlier.

Using the CCEA User Guide and video tutorial, the

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Unit/Option content


Content


database with a single criterion and with multiple criteria.

teacher should demonstrate how to create SELECT queries with a single criterion and with multiple criteria.

Student practice activities: based on carrying out SELECT queries.

Resources CCEA Factsheet and video tutorial

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Unit/Option content


Content


Presentation Software


create or modify a presentation from a given scenario;

understand the need for, create and use a master slide;

format slide backgrounds;

use action buttons appropriately (for navigation);

insert hyperlinks; and

use slide transitions and animations appropriately.

Teacher should explain what a PowerPoint presentation is.

Demonstration: Teacher should illustrate what a PowerPoint presentation is, highlighting the use of design templates, text, images, animations, transitions and the use of the media.

Student practice activities: Teacher leads students through the process of

creating a presentation Students are given an opportunity to create a

presentation about a business entrepreneur of their choosing

Teacher should illustrate different font styles, sizes and colour and how to change them.

Teacher should discuss with the group appropriate combinations of styles and colours.

Student practice activity: create a presentation on ‘How to create a presentation’.

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Unit/Option content


Content


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Unit/Option content


Content


Presentation Software (cont.)

Teacher should explain and illustrate slide transitions;

Teacher should explain and illustrate animations; Teacher should explain and illustrate the use of

media such as video and sound; Teacher should explain and illustrate how to use

design templates; and Teacher should illustrate how to insert hyperlinks

correctly.

Student activities: Teacher should lead the students through the

process of using the above effects Students will be given an opportunity to create a

presentation incorporating the above effects and graphics

Students create a presentation about themselves incorporating pictures and sound, describing, for example, who they are, what they like (hobbies, music), and who their families are.

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Unit/Option content


Content


Resources

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Unit/Option content


Content


Presentation Software (cont.)


create notes for slides;

create a slide show with timings;

reorder slides; and

print slide in the following formats: – full size;– handout; and– notes.

Using an existing presentation, teacher demonstrates how to create notes to accompany slides, how to create a slide show with timings and how to reorder slides.

Student practice activity: students practise - reordering slides from a

previously created presentation; using the presentation created about themselves

pupils add note pages and timings; and working in pairs, they present this to each other.

Exemplar ones are chosen and presented to the whole class.

Teacher demonstrates the various options to print slides

Student practice activity: students print out slides in different formats

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Resources

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Unit/Option content


Content


Web Authoring Software


create a website;

use appropriate page layout techniques;

insert the following appropriately: – interactive

buttons;– scrolling

marquee;– photo gallery;– mouse rollover;– online form; and– hyperlinks; and

use navigation appropriately.

Website Front Page User Guide– use the guidance provided in relation to web authoring. Students and teachers should work through the guidance in a systematic way. Completing assigned activities.

Teacher/student discuss and review the elements that constitute a good website.

Teacher should illustrate a number of examples of business websites illustrating the constituents – home page, banner/frame at the top of the page, links, buttons, contents, frame used for navigation and use of information and text which makes up the page, use of colour, interactive contact page and links to other sites.

Teacher should explain the importance of planning a website before beginning creation and consider how to plan.

Demonstration: Working through a given scenario, the teacher should illustrate how to create a website/web page using a web design tool.

Student practice activity: Students will be given the opportunity to practise this.

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Unit/Option content


Content


Demonstration: Teacher should illustrate how to change/apply suitable background colours, text colours and graphics – teacher will lead the students through the exercise.

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Unit/Option content


Content


Web Authoring Software (cont.)

Student practice activity: Students will be given the opportunity to practise this after the teacher demonstration.

Demonstration: Teacher should illustrate how to create hyperlinks between the home page and additional pages – teacher will lead the students through the exercise.


Demonstration: Teacher should illustrate how to create a ‘Contact Us’ area using the template contained within FrontPage – teacher will lead the students through the exercise.


Demonstration: Teacher should illustrate how to create links to other web sites – teacher will lead the students through the exercise.


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Unit/Option content


Content


Group activity: Students should plan and develop a website from a given business, justifying the choices they made.

This should then be presented to the whole class and peer comment carried out.

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Resources Website: Front Page User Guide

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Unit/Option content


Content


Web Browsing Software Internet Searching


preview the website in a browser;

carry out an advanced search on the internet; and

refine a search.

Thought shower: Students should be asked to suggest what they think makes a good website.

Teacher should demonstrate how to carry out an advanced search on the internet and refine it: Students/teacher should discuss what is meant by

searching the Internet; Students should suggest how this could be done; Teacher to define what a search engine is and to

give examples; Teacher to define what is meant by an advanced

search:– using wildcards – using quotation marks;– using keywords (in order of importance)– using + and – to force inclusion and exclusion– using complex logic (AND, OR, NOT); and

Teacher should illustrate examples of each.

Student practice activity: Students should be given the opportunity to practise advanced searches using two search engines

Completion of a range of activities involving web

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Unit/Option content


Content


browsing and internet searching.

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Unit/Option content


Content


Email Software


create and send an email;

prioritise an email;

add an attachment to an email;

understand the need for and use cc and bcc in an email;

understand the need for a distribution list; and

use a distribution list.

Office 365 Email User Guide- work through with students to illustrate how to use the key functions.

Students can use their C2k email account to create an assigned email.

Teacher illustrates: the constituents of the email interface; how to prioritise an email; how to attach a file or photo; use of cc and bcc; and Explains the purpose and use of a distribution list.

Student practice activities: Practise sending emails with attachments to each

other; Practise prioritising emails; Add cc and bcc as appropriate; and Create and use a distribution list.

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Unit/Option content


Content


Resources Office 365 Email User Guide

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Unit 2:The Business Environment

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Unit 2

In this unit, students gain a broad introduction to the business world. They learn about recruitment, selection, training and marketing as well as the implications of digital technology for business.

Students consider different roles, including stakeholders and customers, as well as how best to communicate a message. They look at all these factors in the context of the changing nature of business today.

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Planning Framework for GCSE Business and Communication Systems

Unit 2 The Business Environment

Unit/Option content


Content


Types of Business Ownership


explain why and how a business starts;

identify and describe the following main types of business ownership in the private sector:– sole trader;– partnership;– private limited

company; and– public limited

company; and

analyse and evaluate the main types of business ownership in the private sector.

Thought shower (whole class or paired work):Reasons why people start up in business.

This may include: Idea for a new product/service Idea to improve an existing product/service Spotting a gap in the market Redundancy Particular skill or quality

Student practice activity: Sketch the main street in their town, identifying the different businesses. Alternatively, list the names of businesses.

Introduce the various forms of business ownership. Discuss the pros and cons of the different types of ownership.

Student practice activity: Classify the businesses identified earlier according to ownership.

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Unit/Option content


Content


Types of Business Ownership (cont.)

Comparison between different types of organisations, in relation to ownership, control/decision-making, finance and liability.

Student practice activity: Completion of business ownership comparison table.

Complete relevant activities from the textbook Kerr (2017) 3rd Edition.

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Resources Kerr (2003) (pp 18–34); (2009) (pp 8–23) (2016/17 version of Kerr textbook when available) (completing activities as relevant)

PowerPoint Presentation- Types of Business Ownership

CCEA Fact File- Types of Business Ownership Sole TradesCCEA- Fact File- Types of Business Ownership PartnershipsCCEA Fact File- Types of Business Ownership Private Limited CompaniesCCEA- Fact File- Types of Business Ownership Public Limited Companies

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Unit/Option content


Content


Stakeholders Pupils should be able to:

define the term stakeholder;

demonstrate knowledge and understanding of the stakeholder groups and explain their interest in a business:– owners/

shareholders;– managers/

employees;– competitors;– suppliers;– consumers;– financial

institutions;– trade unions; and– local community;

and

discuss how the aims

Introduce students to the idea of stakeholders, give a simple definition of a stakeholder (someone who has an interest in a business for a particular reason and have their own aims in relation to the business).

Discuss the various groups who may be interested in a business.

Student practice activity: Identify all the stakeholders in their school.

Display opportunity: Picture of the school with stakeholders identified and described around it.

Key stakeholders and their interests/aims in a business.

Mind mapping activity: On stakeholders and their interests/aims along with potential conflicts.

Teacher/students to consider how satisfaction for one stakeholder might result in dissatisfaction for another.

Teacher to identify where stakeholders’ interests might be in conflict.

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Unit/Option content


Content


of these stakeholders may be in conflict.

Complete relevant activities from the textbook – Kerr, 2017, 3rd Edition.

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Resources Kerr (2003) (pp 15–17); (2009) (pp 45–50); (2016/17 version of Kerr textbook when available) (completing activities as relevant)

PowerPoint Presentation

CCEA Fact File

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Unit/Option content


Content


Communication

Students should be able to:

demonstrate knowledge and understanding of why effective communication is important in business;

demonstrate knowledge and understanding of the following business documents:– business report;– business letter;– agenda; and– minutes;

analyse and evaluate the following different ways in which a business can communicate digitally:

‘Chinese Whispers’ used to illustrate the importance of good communication.

Thought shower: What is meant by communication and the different types of communication.

Discussion: Why effective communication is important in business and the features of effective communication.

Business Report Teacher to define what a report is and identify the

key components. Students create a business report template and then

complete with given information.

Business Letter Teacher to define what a business letter is and

identify the key components. Students draft a business letter from a given

scenario.

Agenda and Minutes Teacher to define what an agenda and minutes are.

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Unit/Option content


Content


– social media;– websites;– intranet;– video

conferencing;– Voice over

Internet Protocol (VoIP); and

– email; and

Teacher to illustrate possible layouts for each. Students create agendas and minutes.

Communication (cont.)


evaluate the impact digital technology has on business communication.

Students should apply their knowledge of Unit 1 to produce these documents digitally.

Group activity: research the different ways a business can communicate digitally.

Group feedback: on findings of group work.

Using the PowerPoint presentation, teacher demonstrates, ways that businesses communicate digitally.

Teacher/students to discuss the impact of digital technology on business communication.

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Unit/Option content


Content


Complete relevant activities from the textbook.SM

Resources Kerr (2003) (pp 79–87)Careers Education: Information and Advice Service

CCEA Business Documents TemplatesPowerPoint Presentation

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Unit/Option content


Content


Digital Trading


define the term digital trading; and

analyse and evaluate digital trading for a business and customers.

What is digital trading? The role digital trading plays in relation to international business.

Thought shower: What does digital trading mean for business? Advantages and disadvantages both for businesses and customers.

Student practice activity: students investigate and evaluate a business website. In groups, they complete a PowerPoint presentation of their findings. Students present this to the class.

The advantages and disadvantages of digital trading for a business and its customers.

Through the use of case studies, students could consider how digital trading has helped/limited businesses in achieving their business goals.

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Resources Kerr (2003) (pp 8–12); (2009) (pp 226–8, 246) (2016/17 version of Kerr textbook when available) (completing activities as relevant)PowerPoint PresentationCCEA Fact Filewww.ebay.comwww.tesco.com

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http://www.tesco.com/

http://www.ebay.com/


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Digital Trading


define the term digital trading; and

analyse and evaluate digital trading for a business and customers.

What is digital trading? The role digital trading plays in relation to international business.

Thought shower: What does digital trading mean for business? Advantages and disadvantages both for businesses and customers.

Student practice activity: students investigate and evaluate a business website. In groups, they complete a PowerPoint presentation of their findings. Students present this to the class.

The advantages and disadvantages of digital trading for a business and its customers.

Through the use of case studies, students could consider how digital trading has helped/limited businesses in achieving their business goals.

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www.next.com

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http://www.next.com/


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Recruitment Pupils should be able to:

identify, describe and evaluate the following main methods of internal recruitment:– notice board;– newsletter;– email; and– intranet;

identify, describe and evaluate the following main methods of external recruitment:– media;– internet;– job centres; and– private

recruitment agencies; and

recommend the most suitable method or

Thought shower: On recruitment procedure, based on what students already know

Research activity: What are the main methods of recruitment? What are the associated advantages and disadvantages?

Student practice activity: Give out sets of cards with various methods of internal and external recruitment process written on them along with explanations of those methods. Students should put the cards in the order they occur and match them with the correct definitions, and then group according to internal and external methods of recruitment.

Students create a summary diagram to explain external and internal methods of recruitment.

Recruitment: Define what is meant by the term recruitment;

The main methods of recruitment:– internal recruitment:

notice board

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type of recruitment for a given situation.

newsletter email intranet

Recruitment (cont.)

– external recruitment: media

internetjob centresprivate recruitment agencies; and

discuss the advantages and disadvantages of internal and external recruitment

Student practice activity: involving matching most suitable method of recruitment to a given job (this could be a currently advertised jobs – students could suggest the best method of recruitment using a given advertisement and then compare with how the firm actually decided to recruit).

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PowerPoint PresentationCCEA Fact File

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www.cipd.co.ukwww.lra.org.ukwww.times100.co.uk – case studies – British Gas, Siemens, Tesco

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http://www.lra.org.uk/

http://www.cipd.co.uk/


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Selection Students should be able to:

identify, describe and evaluate the following main methods of selection:– application

form/digital application form;

– curriculum vitae (CV);

– testing;– interview; and– presentation;

recommend the most suitable method of selection for a given situation;

identify and describe what makes an effective application; and

What is meant by the term selection.Research activity: What are the main methods of selection? Feedback to classDescribe the main methods of selection: application form curriculum vitae application letter testing interview presentationStudent practice activity: group work discussing the key advantages and disadvantages of an assigned method of selection. Feedback to the class.Explaining the advantages and disadvantages of each method of selection.Student practice activity: Roleplay. Students are divided into groups of three (interviewer, interviewee and observer) and given a particular job they have supposedly applied for. Each member of the group should have the chance to experience each role. The interviewer is given the interview questions, the observer takes notes on the progress of the interview,

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identify and describe how to prepare for an interview and presentation.

feeding back at the end of the interview – two positives and one area for improvement. Each group member rotates until they have had the opportunity to experience all three roles.

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Selection (cont.)

Student practice activity: Students prepare a help sheet offering advice to potential candidates on how to complete an effective application and advice as to how to prepare for an interview/presentation. Printouts used for classroom display.

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www.cipd.co.ukwww.lra.org.ukwww.times100.co.uk – case studies – British Gas, Siemens, Tesco

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http://www.lra.org.uk/

http://www.cipd.co.uk/


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Training Students should be able to:

demonstrate and apply knowledge and understanding of the following reasons for staff training:– induction;– health and safety;– continuing

professional development;

– changes in procedures;

– legislation; and– new technology;

demonstrate and apply knowledge and understanding of the following benefits of staff training:– to increase

productivity;– to remain

competitive;

Students to suggest what they think is meant by the term training and why is it important. What the reasons are for training along with the key benefits.

Student practice activity: working in groups investigate the different types of training used in business. Feedback to class.

Whole class teaching: What is meant by the term training The importance of training The two main types of training The benefits and drawbacks of both types The different ways employees can be trained on and

off the job

Student practice activities: Complete relevant tasks in relation to training, taken from textbooks or some other source. Allow students to recommend the best method of training in particular circumstances.

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– to increase staff motivation; and

– to improve health and safety;

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Training (cont.)

identify, describe and evaluate the main methods of training:– on-the-job; and– off-the-job; and

justify the most appropriate method of training for particular circumstances.

Resources Kerr (2003) (pp 144–148); (2009) (pp 192–195) (2016/17 version of Kerr textbook when available)(completing activities as relevant)

www.times100.co.uk – case studies – British Gas, Tesco


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Implications ofDigital Technologyfor Business andCustomers

Students should be able to: demonstrate a

knowledge and understanding of how digital technology has affected business, in the following areas:– retraining;– job displacement;– job creation; and– teleworking;

demonstrate knowledge and understanding of how a business can use the following digital technologies and their implications:– Radio Frequency

Identification (RFID);

– Global Positioning System (GPS)

Thought shower how digital trading has affected business in relation to work practices; use current examples to illustrate.

Presentation on the Impact of Digital Technology, students discuss theimpacts and implications.

Students identify and discuss recent mishaps as reported in the media about how people’s personal details have been lost by different agencies and how this might impact upon victims.

Group Research: three areas RFID, GPS and contactless payment – students undertake research, produce presentation and feedback.

Whole class teaching: The impact digital technology has on both business and customers, providing an overview of the key legislation that has been put in place to protect both groups: Data Protection Act Copyright, Designs and Patents Act Computer Misuse Act

Complete relevant activities in the textbook.

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tracking; and– contactless

payment; and

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Implications of Digital Technology for Business and Customers (cont.)

evaluate the impact that digital technology has had on business and customers, particularly in relation to:– security and/or;– e-safety;– costs;– training; and– legislation

(students should be aware of the contents of the following: Data Protection Act (1998), Copyrights, Designs and Patents Act (1988, amended 2010)

Complete relevant activities in the textbook (Kerr, 2017, 3rd Edition).

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and Computer Misuse Act (1990)).

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Resources PowerPoint Presentation- The Impact of Digital Technology

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Marketing

Market Research


demonstrate knowledge and understanding of the term marketing;

demonstrate knowledge and understanding of the different methods of market research:– primary (field)

research; and– secondary (desk)

research;

analyse and evaluate the different methods of market research;

recommend the most suitable method for particular circumstances; and

Thought shower: Students to suggest what they think is meant by market research.

Market Research: Teacher to define what is meant by market research

and why it is needed; Teacher to define what is meant by primary

research; Teacher to identify the different methods of primary

research; and Students identify the advantages and disadvantages

of primary research methods and confer in groups

Paired practice activity: in pairs, design and word process a questionnaire to determine the demand for a particular product in school.

Teacher should assess these questionnaires and combine into a common questionnaire. Students should create their questionnaire online (for example using Google) and get these questionnaires completed by at least five people. Results created and findings analysed.

Student practice activity: in groups, students should

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analyse the impact digital technology has on the market research process.

discuss the impact digital technology has had on the market research process. Feedback and whole class discussion.

Market Research (cont.)

Teacher to define what is meant by secondary research and the different methods; and

Teacher to define the advantages and disadvantages of secondary research.

Student practice activity: working in pairs, students collect some secondary research data and provide presentation on their findings to the class.

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Resources Kerr (2003) (pp 212–220); (2009) (pp 84–88) (2016/17 version of Kerr textbook when available)(completing activities as relevant)


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Marketing Mix

Product

Price

Promotion


demonstrate knowledge and understanding of the product life cycle and strategies used to extend the product life cycle;

demonstrate knowledge and understanding of the following aspects of pricing:– cost-plus pricing;– competitor-based

pricing;– penetration; and– skimming;

demonstrate knowledge and understanding of advertising and sales promotion;

Product:Discuss human stages of development. Through this, introduce the concept of a product life cycle.

Consider what is meant by the term product life cycle and the different stages of the product life cycle: development; introduction; growth; maturity; saturation; and decline

Student practice activity: Students design an Info Graph displaying the key characteristics of each stage of the product life cycle, giving an explanation and examples of products at each stage of the life cycle. Feedback to class. Info Graphs produced could be used for classroom display purposes.

Thought shower how a product might enter into decline becoming less desirable.

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Marketing Mix (cont.)

Place


demonstrate knowledge and understanding of channels of distribution; and

analyse the impact digital technology has on the marketing mix.

Teacher to describe strategies that a business can take to extend the life cycle of its products:– introduction of variations– deal in new markets– changes to products design and packaging– new advertising campaign– new improved version– different retail outlets– reducing the price

Complete relevant activities in the textbook.

Price:Teacher introduces the price element of the marketing mix, and class suggests what they think is meant by the term price and how it is set.

Student practice activity: Students match pricing policies to given descriptions of each policy.

Consider factors affecting the price of goods.

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Student practice activity: Students select the most suitable pricing policy for given scenarios, justifying and evaluating the choices made.

Complete relevant activities in the textbook (Kerr, 2017, 3rd Edition)

Promotion:Thought shower: Students suggest what they think is meant by the term promotion and suggest different promotion methods. List complied could include - sponsorship, special offers, discounts, loss leaders, price reductions, money off coupons, article in newspaper, competitions, loyalty cards, TV advertisement, free samples, free gifts, radio advertisement, point of sale displays, interview on TV, price guarantees, billboards, after sales service, and savings stamps/tokens.

Classify these under the headings of: advertising sales promotion

Teacher to define what is meant by promotion and to describe the different methods of promotion.

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Student practice activity: Match methods of promotion with given descriptions.

Consider methods advertising and sales promotion.

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Student practice activity: Mix and match advantages and disadvantages of the various methods of advertising. Report findings back to the class.

Paired activity: Students choose the most suitable methods of promotion and give reasons for their choice.

Place:Teacher introduces ‘place’ as part of the marketing mix. To include: channels of distribution, defining the main channels

of distribution:– producer – consumer– producer – retailer – consumer– producer – wholesaler – retailer – consumer– producer – agent – wholesaler – retailer –

consumer factors affecting the choice of channel of distribution changing trends in relation to channels of

distribution used implications for channels of distribution of the

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Internet

Student activity: Select the most suitable channel of distribution, justifying choices made

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Complete relevant activities in the textbook (Kerr, 2017, 3rd Edition)

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Resources Kerr (2003) (pp 221–230); (2009) (pp 92–129) – Price (p 92), Promotion (p 100), Place (p 114), Product (p 123) (2016/17 version of Kerr textbook when available) (completing activities as relevant)


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