ICT in retail business principal learning Students will discover how people working in retail business use the Internet to communicate with customers; how they use specialist software to manage stock and register sales; and how software can be used for financial management, which is central to the sector. At levels 2 and 3 students will need to be proficient in financial data handling and modelling. ICT skills are also vital in the research the line of learning requires. The range and complexity of the information the student encounters and is required to present increases through the levels. Advanced students will need highly developed strategies for finding and interpreting data. Level 1 With regard to researching information, (Level 1 unit 1) specifically requires students to understand how they can obtain data, including web-based data, about the sector, and to present this in tables or charts. As they learn how retail schedules are maintained, they can work with spreadsheets ( (Level 1 unit 4) ). (Level 1 unit 4) also presents the opportunity to use design software to create a retail outlet. Students can explore the use of electronics tags and barcodes as they look at the systems supporting the retail supply chain in (Level 1 unit 3). As they hone their customer service skills in (Level 1 unit 5), students find out how retailers communicate with customers via the Internet. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-1 -
Level 2 At level 2 there is an increased expectation that students will use ICT tools to find and process information and to use it as the basis for decision making. They should also be using a range of ICT tools to present their work. They will need to draw upon a wide range of information sources and present more sophisticated data in charts as they research the sector in (Level 2 unit 1), and find out what customer profiles are in (Level 2 unit 3). Further opportunities for working with statistical data analysis occur in (Level 2 unit 4) and in (Level 2 unit 6), where students can design a stock control system. These should be offered to students to support progression to the level 3 retail business Diploma, where there is a strong requirement for advanced data handling (see below). Students should be able to examine stock control software in (Level 2 unit 4) and electronic point of sale (EPOS) systems as they look at different retail channels ( (Level 2 unit 2) ). In (Level 2 unit 9) they can use 2D or 3D drawing tools to create a retail environment. Levels 1 and 2 at key stage 4 At levels 1 and 2 students will understandably come across sector specific applications they don t encounter in key stage 4. In addition, at level 2 students will find that they are working with financial and economic data in ways not normally found at this key stage. Teaching implications for levels 1 and 2 To ensure success in the functional skills tests at levels 1 and 2, Diploma students would benefit from opportunities for manipulation of data through spreadsheets and databases that are not immediately evident in the principal learning. Teaching implications for level 2 The level 2 principal learning includes some opportunities to develop their ICT skills in manipulating data using spreadsheets. Consolidation exercises in using databases may be needed in preparation for the functional skills ICT test. Level 3 At level 3 students need to have sophisticated skills for searching relevant data and using it for decision making. The extent of demand in ICT-supported data handling is considerably increased at level 3. For example in (Level 3 unit 5) students might use spreadsheets to work with marketing data to decide on a marketing strategy. There are opportunities to use spreadsheets to generate graphs to analyse sector trends in (Level 3 unit 1). Students need to work specifically with financial data and model a costed proposal for a retail channel in (Level 3 unit 2). In (Level 3 unit 6) they should use spreadsheet software to plan and allocate stock. 2D/3D drawing tools software could be used, and extensive Internet research will definitely be required in (Level 3 unit 8), where students must undertake a significant design task. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-2 -
Teaching implications for level 3 At level 3 students will need to be proficient in financial and economic data handling. Retail business teachers will therefore need to ensure that students understand the mathematical concepts they are applying through ICT tools. Level 1 unit 1 An introduction to retail Area: know and understand how to obtain and interpret simple data related to retail. ICT knowledge and understanding: research (Internet, CD/DVD); use of key words and phrases; organise information (bookmarks and favourites); use of word-processing/desktop publishing/presentation software; communicate and exchange information. compile a list of useful links and save bookmarks and favourites construct a business email to a local retailer requesting a visit. Overlap with key stage 4: Key processes 2.1 Finding information c, d; 2.2 Developing ideas a, b, d; 2.3 Communicating information a, c. Supportive prior learning: key stage 3 Key processes 2.1 Finding information b; 2.2 Developing ideas a, b, f; 2.3 Communicating information a, b. Level 1 unit 4 Introducing the retail outlet be able to design layouts for retail outlets be able to plan the operation of retail outlets. ICT knowledge and understanding: communicating information (presentations); using 3D drawing tools to design layouts for retail outlets; how retail schedules are maintained thorough spreadsheet calculations using basic IT technology. Example activity: work with a simple spreadsheet to set up a staff schedule. Present this to the supervising manager and get feedback for improving it. Overlap with key stage 4 programme of study: Key processes 2.2 Developing ideas a, b; 2.3 Communicating information a, b. Supportive prior learning: key stage 3 Key processes 2.2 Developing ideas a, b; 2.3 Communicating information a. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-3 -
Level 1 unit 3 Introducing the retail supply chain Area: find out about ICT tools utilised to manage the retail supply chain. ICT knowledge and understanding: how ICT tools such as electronics tags, barcodes and IDs are used to progress products through the supply chain; how e-shipping works; what ICT systems are available to track the journeys of products through the retail supply chain. having found out about a supply chain for a chosen product, scan in photos and documentation about a supply chain the student has researched, for use in a presentation use a Word table or spreadsheet to plan work for the unit. Overlap with key stage 4: Key processes 2.1 Finding information c, d; 2.2 Developing ideas a, b, d; 2.3 Communicating information a, c. Supportive prior learning: key stage 3 Key processes 2.1 Finding information c, e. Level 1 unit 5 Introduction to customer service in retail businesses Area: know and understand how retailers communicate with customers using ICT. ICT knowledge and understanding: research (Internet, CD/DVD); use of word-processing/desktop publishing/presentation software; communicate and exchange information (email and web-based methods); use digital cameras/video; upload files (web-based mediums, presentations, applications). incorporate into a presentation video footage of an interview with a sales supervisor on top tips for good customer service use desktop publishing to create a leaflet designed to help new staff understand the importance of customer service, setting a good example with careful formatting and proofreading. Overlap with key stage 4: Key processes 2.2 Developing ideas a, b; 2.3 Communicating information a, b. Supportive prior learning: key stage 3 Key processes 2.2 Developing ideas a, b; 2.3 Communicating information a. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-4 -
Level 2 unit 1 Exploring retail business use ICT tools to find out how the retail sector operates and about employment in the sector. ICT knowledge and understanding: research (Internet, CD/DVD); use of key words and phrases and advanced search options; use of word-processing/desktop publishing/presentation/spreadsheet software; use spreadsheets to store information in tabular form; represent data in graphical form; communicate and exchange information. develop a range of Internet research strategies, i.e. advanced search, useful directories locate and download a podcast about the impact of a shopping centre on a community. Overlap with key stage 4: Key processes 2.1 Finding information c, d; 2.3 Communicating information a, c. Supportive prior learning: key stage 3 Key processes 2.1 Finding information b; 2.3 Communicating information b, c. Level 2 unit 3 Sourcing and buying product ranges for retail customers know how to obtain current information on customers and competitor trends be able to develop products for product ranges to match customer profiles. ICT knowledge and understanding: collating information (online surveys). design an online survey to upload on the consortium VLE to gather information about personal audio systems and preferred ways of downloading songs use the Internet to search and find information on the roles of buyer and merchandiser within retail businesses. Overlap with key stage 4: Key processes 2.1 Finding information c, d; 2.2 Developing ideas c; 2.3 Communicating information a. Supportive prior learning: key stage 3 Key processes 2.1 Finding information b; 2.2 Developing ideas a; 2.3 Communicating information b, c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-5 -
Level 2 unit 4 Exploring the retail supply chain know how retail supply chains operate and the factors affecting them understand how the retail supply chain can use ICT to maintain efficiency and productivity. ICT knowledge and understanding: how ICT is used in data handling related to stock flow; how e-shipping works; what ICT systems are available to track the journeys of products through the retail supply chain; how business simulation games can develop problem-solving skills. Example activity: evaluate the use of business simulation in supporting learning. Overlap with key stage 4: Key processes 2.1 Finding information c, d; 2.2 Developing ideas a, b, d; 2.3 Communicating information a, c. Supportive prior learning: key stage 3 Key processes 2.1 Finding information b; 2.2 Developing ideas a, b, f; 2.3 Communicating information a, b. Level 2 unit 6 Controlling stock in retail business know about stock control and stock handling techniques in retail business be able to design simple stock control systems for retail businesses. ICT knowledge and understanding: explore and experiment with features of stock control software. create a spreadsheet with functions to record stock, including features for interaction (reports on bestselling products). Overlap with key stage 4: Key processes 2.1 Finding information a, b, c, d; 2.2 Developing ideas a, b, c, d; 2.3 Communicating information a, b. Supportive prior learning: key stage 3 Key processes 2.1 Finding information a, b; 2.2 Developing ideas a, b, c; 2.3 Communicating information b. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-6 -
Level 2 unit 2 Developing a route to market for retail business Area: know how ICT tools can be used to understand and manage retail channels. ICT knowledge and understanding: how to use data analysis and stock control software applications to support decision-making; how electronic point of sale (EPOS) systems operate and the reports they produce. use video to record evidence of their learning about a EPOS system and the reports it can produce create a website or a leaflet or flyer incorporating text and graphics/photos, to promote a new retail channel. Overlap with key stage 4: Key processes 2.1 Finding information c, d; 2.2 Developing ideas c; 2.3 Communicating information a; 3 Range and content a, b. Supportive prior learning: key stage 3 Key processes 2.1 Finding information b; 2.2 Developing ideas a; 2.3 Communicating information b, c; 3 Range and content a, b. Level 2 unit 9 Retail theatre Area: know how to use graphics application software to create a plan for a positive retail environment. ICT knowledge and understanding: use of graphics application software; research (Internet, CD/DVD); enter data; format data; present data; communicate and exchange information; digital camera/video recorder (record, edit, upload). Example activity: research retail outlets and film images using video or a digital camera. Use editing software and upload results onto a specially created website. Overlap with key stage 4: Key processes 2.1 Finding information a, b, c, d; 2.2 Developing ideas a, b, c, d; 2.3 Communicating information a, b. Supportive prior learning: key stage 3 Key processes 2.1 Finding information a, b; 2.2 Developing ideas a, b, c; 2.3 Communicating information b. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-7 -
Level 3 unit 5 Marketing in retail businesses understand the role of ICT in marketing in retail know how to use marketing intelligence to make marketing decisions. IT knowledge and understanding: research (Internet, CD/DVD); use of key words and phrases; copyright; use word-processing/desktop publishing software; communicating and exchanging information; use spreadsheets to store information in tabular form and perform calculations in financial models, surveys and market analysis. Example activity: devise and deliver a presentation on the student s own market research, incorporating edited video clips, text and charts. Overlap with AS and A level ICT: Data and information, Applications and effects, Future developments, Developing ICT solutions. Supportive prior learning: key stage 4 Key processes 2.1 Finding information c, d; 2.2 Developing ideas a, b, d; 2.3 Communicating information a, c. Level 3 unit 1 Examining the world of retail know how the retail sector operates understand the factors affecting employment in retail understand how retail business responds to change. ICT knowledge and understanding: research (Internet, CD/DVD); use of key words and phrases and advanced search options; use of word-processing/desktop publishing/presentation/spreadsheet software; use spreadsheets to store information in tabular form; represent data in graphical form; communicate and exchange information. Example activity: locate retail data, assessing the validity of it for the student s purposes. Overlap with AS and A level ICT: Data and information, Applications and effects, Future developments, Developing ICT solutions. Supportive prior learning: key stage 4 Key processes 2.1 Finding information a, b, d; 2.3 Communicating information a, c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-8 -
Level 3 unit 2 Developing retail channels Area: be able to make a costed proposal for a retail channel. IT knowledge and understanding: research (Internet, CD/DVD); use of key words and phrases; use spreadsheets to store information in tabular form and perform calculations in financial models; use spreadsheets to analyse data; use databases. research the costs of developing an online channel use a database with functions and features to manage stock. Overlap with AS/A level applied ICT: value and importance of information; applications software used for presentation and communication of data; applications software for modelling numerical data. Supportive prior learning: key stage 4 Key processes 2.1 Finding information c, d; Developing ideas b, c; Communicating information a. Level 3 unit 6 Merchandising in retail business know and understand the use of spreadsheet and database software to plan and allocate stock be able to use spreadsheet software to analyse sales performance. IT knowledge and understanding: research (Internet, CD/DVD); use of key words and phrases; copyright; use word-processing/desktop publishing/spreadsheet software; use spreadsheets to support stock control. collect information about merchandising activities in different businesses and different retail sub sectors create a database with functions to manage stock i.e. input stock levels, reports sales, profits, loss. Overlap with AS and A level ICT: Data and information, Applications and effects, Future developments, Developing ICT solutions. Supportive prior learning: key stage 4 Key processes 2.1 Finding information c, d; 2.2 Developing ideas a, b, d; 2.3 Communicating information a, c. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-9 -
Level 3 unit 8 Visual merchandising in retail business Area: design task, involving the development, installation and evaluation of a visual merchandising installation. ICT knowledge and understanding: use of 3D drawing tools. Example activity: experiment with a 3D drawing tool to design a layout for a retail outlet. Evaluate the appropriateness of this software for the task. Overlap with AS and A level ICT: Data and information, Applications and effects, Future developments, Developing ICT solutions. Supportive prior learning: key stage 4 Key processes 2.2 Developing ideas a, b; 2.3 Communicating information a, b. The Qualifications and Curriculum Development Agency is the non-regulatory part of the Qualification and Curriculum Authority QCA 2010-10 -