GCSE Business and Communication

Systems

Scheme of Work
• Unit 9 Using ICT in Business
 Teacher Resource Bank / GCSE Business and Communication Systems / Unit 9 Scheme of Work / Version 1.0

SCHEME OF WORK

The purpose of this scheme of work is to provide advice and guidance to teachers when
planning the delivery of Unit 9. There is no requirement to use this scheme.

ALLOCATION OF TEACHING HOURS

This is based on an average of 2 hours’ contact time each week over 24 weeks (three
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).

klm Copyright © 2009 AQA and its licensors. All rights reserved.
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 Teacher Resource Bank / GCSE Business and Communication Systems / Unit 9 Scheme of Work / Version 1.0
SCHEME OF WORK FOR UNIT 9
Objectives
1.1 Select and use appropriate
software for business
purposes
Students should be aware of
the different forms of data
and that it could be from
internal or external sources.
Students should be aware of
when to select and use
appropriate software for
spreadsheets, databases and
word-processing software.
Students should understand
the difference between
qualitative and quantitative
information.
2 Copyright © 2009 AQA and its licensors. All rights reserved.
Assessment Number of
Outcomes Possible Activities
Opportunities lessons
5
Put together a guide for year Discuss criteria and peer
7 students on software assessment
available in school and when
it should be used.
Select independently the Use appropriate software to
appropriate software to record the income and
perform tasks. expenditure for a school event
such as a visit or a play.
Use appropriate software to
design a leaflet for teenagers
on what entertainment
Peer assessment
facilities are available to them
in their town.
Use appropriate software to Teacher assessment
record the results of a
questionnaire.
Look at examples.
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 Teacher Resource Bank / GCSE Business and Communication Systems / Unit 9 Scheme of Work / Version 1.0

Assessment Number of
Objectives Outcomes Possible Activities
Opportunities lessons

1.5 Using appropriate software: 6

Graphics

Students should be able to Create graphics using simple Create the following: a clown, Peer assessment
create graphics. free hand and geometric a rainbow, a loaf of bread.
shapes.
Create a CD cover.

Students should be able to Create a flyer advertising Teacher assessment

combine text and graphics in healthy eating using a variety
a variety of ways. 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.

Test Teacher assessment 2

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

klm Copyright © 2009 AQA and its licensors. All rights reserved.
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 Teacher Resource Bank / GCSE Business and Communication Systems / Unit 9 Scheme of Work / Version 1.0

Assessment Number of
Objectives Outcomes Possible Activities
Opportunities lessons

1.2 Use appropriate software: 6

Word Processing

Students should be able to Create a range of business Scenario of organising a Teacher assessment
use word processing documents including letters, course visit – research study
effectively in a variety of advertisements and flyers. tours and choose a visit for
situations. the class.

Write to the company to Self assessment

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

Create agenda and minutes Create a meeting agenda to

for a meeting. discuss the visit and produce
minutes.
(See specification for range of
skills)

4 Copyright © 2009 AQA and its licensors. All rights reserved. klm
 Teacher Resource Bank / GCSE Business and Communication Systems / Unit 9 Scheme of Work / Version 1.0

Assessment Number of
Objectives Outcomes Possible Activities
Opportunities lessons

1.3 Using appropriate software: 6

Spreadsheets

Students should be able to
use spreadsheets
appropriately.
Students should be able to
create charts using a variety
of formats and insert titles
and legends.
Create a spreadsheet without Use appropriate software to Teacher assessment
being given the headings. record income and
expenditure for a school
event such as a visit or a play
Use single and multiple Using spreadsheets to Teacher assessment
sheets to create tables. calculate wages.
Use labels, formulae and There are some excellent
functions. video tutorials on
Create and apply validation www.teach-ict.com.
rules.
Use conditional formatting.
Use a variety of formats of Look at a variety of charts Teacher assessment
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.
Integrated Assignment. Teacher assessment 2
Test on spreadsheets, charts
and word processing.

klm Copyright © 2009 AQA and its licensors. All rights reserved.
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 Teacher Resource Bank / GCSE Business and Communication Systems / Unit 9 Scheme of Work / Version 1.0
Objectives
1.4 Using appropriate software:
Databases
Students should be able to
create data capture forms.
Students should be able to
create and design database
tables.
6 Copyright © 2009 AQA and its licensors. All rights reserved.
Assessment Number of
Outcomes Possible Activities
Opportunities lessons
2
Create logical data capture Create a hotel/leisure centre Teacher assessment
forms with input masks. booking form.
Create a form for a dating
agency (incorporate graphics)
or a social networking site.
Use appropriate data types, Create a database for a Teacher assessment 7
sort and search records and dating agency/cake maker.
create reports.
There are some excellent
video tutorials on
www.teach-ict.com.
Past examination papers for
Business and Communication
Systems.
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 Teacher Resource Bank / GCSE Business and Communication Systems / Unit 9 Scheme of Work / Version 1.0
1.6 Using appropriate software:
Presentation Software
1.7 Using appropriate software:
Web Authoring Software
Students should be able to
create a web page.
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6
Create a presentation for a Create a presentation for Teacher to decide on
specific audience of at least 8 teaching staff on using appropriate criteria to
slides length. It should have Facebook, My Space or any evaluate the presentation
transitions and animations other social networking site. and peer assessment
and presenter notes.
Create a presentation on the
Modify presentation according educational benefits of
to specific instructions or to gaming software for teaching
make it appropriate for a staff.
different audience.
6
Create a web page. Create their own webpage Peer assessment
about themselves.
Animate text.
Create a convincing webpage
Create hyperlinks.
on a fictitious animal, eg a
happy frog.
Copyright © 2009 AQA and its licensors. All rights reserved.
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