Sample Scheme of Work and Lesson Plan

GCE in Applied Business

OCR Advanced Subsidiary GCE in Applied Business: H026

OCR Advanced Subsidiary GCE in Applied Business (Double Award): H226

OCR Advanced GCE in Applied Business: H426

OCR Advanced GCE in Applied Business (Double Award): H626

Unit F251: Launching a business on-line

This Support Material booklet is designed to accompany the OCR GCE in Applied Business specification for teaching from September 2009.

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Contents

Contents

Sample Scheme of Work: OCR GCE in Applied Business Unit F251: Launching a business on-line

Sample Lesson Plan: OCR GCE in Applied Business Unit F251: Launching a business on-line

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A Guided Tour through the Scheme of Work

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Sample GCE Scheme of Work

OCR GCE in Applied Business Unit F251: Launching a business
on-line
Suggested teaching time / 15 hours / Topic / AO1 – Theoretical coverage
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note
Introduction to the unit /
  • Candidates take notes from PowerPoint presentation - focus the outline of the unit.
  • Candidates start considering and jotting down possible businesses they could use for the unit.
  • Start initial investigations into the selected business to establish if it is already selling on-line.
/
  • Unit specification
  • PowerPoint presentation/handout which outlines the requirements of the unit – what the candidates will produce.
/
  • It is often difficult to locate a business that does not currently sell on-line. It is therefore acceptable for candidates to use a case study. However, the case study must be sufficiently detailed to enable the candidates to fully meet the requirements of the unit specification.

How a business could use ecommerce /
  • Working in a pair, candidates research two businesses which are currently using ecommerce. Candidates make notes on the following:
-how the businesses use the website to market their products/services;
-the information available about the products and services, the processes involved with buying directly from the site, how payment is processed.
  • Candidates take notes from the presentation.
  • Using notes from the presentation and independent research candidates complete the theoretical coverage of this section. Candidates should follow the first set of bullet points on page 56 of the unit specification – heading ‘The environment within which the strategy will take shape’.
/
  • Presentation on how a business can make use of ICT based around the use of the Internet. Make reference to the unit specification page 56 – ‘The environment within which the strategy will take shape’- first set of bullet points.
/
  • The research undertaken in this section will allow candidates to use examples in order to demonstrate depth and breadth of coverage.

Benefits and drawbacks of ICT /
  • Candidates individually record as many benefits and drawbacks as they can on the handout.
  • Candidates then work in small groups amalgamating their ideas.
  • Each group feeds back their final list of benefits and drawbacks to the group.
  • Class discussion to ensure that all the relevant points have been covered. Make reference to the unit specification page 56 heading ‘The environment within which the strategy will take shape’ - second and third set of bullet points.
/
  • Handout which has two columns one for benefits and one for drawbacks.

  • Candidates write up the theory of benefits and drawbacks of ICT

Processes involved with setting up and running a website – front-end /
  • Candidates look at two websites, not the same as the ones investigated above. They are then required to analyse these sites using the headings within the handout. They must also consider how each bullet point benefits or hinders the customers who visit to the website.
  • Using this research, candidates write up the theory of the manageability of the front-end of the website. Use examples from research to demonstrate depth and breadth of understanding.
/
  • Handout which includes the first set of bullet points found on page 58 of the unit specification eg.‘attraction for the customer to the site’.
/
  • Research will help candidates develop depth and breadth of understanding. It will also allow them to use generic examples within their AO1 coverage.

Processes involved with setting up and running a website – back-end /
  • Candidates make notes on the presentation
  • Candidates investigate one further website to see how it deals with the issues outlined in the presentation.
  • Using their notes from the presentation and research, candidates write up the theory of the manageability of the back-end of the website.
/
  • PowerPoint presentation on the manageability of the back-end of the website – page 58 of the unit specification.
/
  • As above research is used to help candidates understand the different concepts and quote examples within their theoretical coverage.

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Sample GCE Lesson Plan

OCR GCE in Applied Business Unit F251: Launching a business on-line

AO1 – Benefits and drawbacks of ICT

OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered, as a possible approach but will be subject to modifications by the individual teacher.

Lesson length is assumed to be one hour.

Learning Objectives for the Lesson

Objective 1 / Candidates to work effectively within a group contributing ideas and listening to other group members
Objective 2 / Candidates to establish the benefits and drawbacks of using ICT
Objective 3 / Candidates to familiarise themselves with the relevant bullet points within the unit specification

Recap of Previous Experience and Prior Knowledge

In the previous lesson candidates were writing up the different ways that ICT and ecommerce could be used within a business. Candidates were covering the first set of bullet points on page 56 of the unit specification.

Content

Time / Content
10 minutes / Candidates complete the handout identifying as many benefits and drawbacks to ICT as they can.
15 minutes / Candidates working in groups amalgamating all their ideas. Group ensures they can explain each point in detail.
15 minutes / Each group feeds back their ideas to the class. A group list is outlined on the whiteboard.
15 minutes / Class discussion to see if the groups’ ideas match those of the unit specification. Discuss in full any points that have been omitted so that all candidates have a full knowledge and understanding of the topic.

Consolidation

Time / Content
5 minutes / Question and answer session to check that everyone is happy with all the bullet points in the unit specification.

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