Sample Schemes of Work and Lesson Plans

Retail BusinessPrincipal Learning Level 3

OCR Level 3 Principal Learning in Retail Business: H838

Unit G529: Planning the movement of goods through the retail supply chain

This Support Material booklet is designed to accompany the OCR Principal Learning in Retail Business specification for teaching from September 2010.

© OCR 2010

Contents

Contents 2

Sample Scheme of Work: OCR Level 3 Principal Learning in Retail Business: H838 Unit G529 Planning the movement of goods through the retail supply chain 3

Sample Lesson Plan: OCR Level 3 in Principal Learning in Retail Business: H838 Unit G529 Planning the movement of goods through the retail supply chain 11

2 of 15 OCR Principal Learning in Retail Business

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of Work

OCR LEVEL 3 PRINCIPAL LEARNING IN RETAIL BUSINESS: H838 G529 PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

IntroductionTime allowed: 30 minutes

Teachers could start by asking learners to describe simple activities ie making dinner.

Use of cooking a meal, getting ready for school/college as a start point for critical path.

Leaning Outcomes 1 and 8 could be tackled together in order to allow learners to gain a more rounded understanding of the concept.

AC 3.1 Analyse how critical path management is used in supply chain processes

Teacher led explanation and illustration of critical path, starting with the simple examples

Use of examples from the supply chain

Business online , Bized

Interactive PowerPoint of CPA

Exercises on critical path

In order to analyse critical path management it is essential that the learner can construct simple networks.Critical path software could be used in this

OCR Principal Learning in Retail Business 3 of 15

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of WorkOCR LEVEL 3 PRINCIPAL LEARNING IN RETAIL BUSINESS: H838 G529 PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

AC 8.1 Use software to plan critical paths

AC 8.3 Plan contingencies to manage risksTime allowed: 12 hours

Exercises on critical path

Learners to devise their own critical path based upon a case study sequencing the various activities

Business Studies Hall et al 3rd Ed Unit 91

An Integrated Approach to Business Studies Jewell 4th Ed Chapter 40.

task.

Teacher led input – the advantages and limitations of the critical path management

Use of case studies exercise to illustrate how critical path management can

Websites offering critical path management www.capgemini.com

Case study exercises

4 of 15 OCR Principal Learning in Retail Business

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of Work

OCR LEVEL 3 PRINCIPAL LEARNING IN RETAIL BUSINESS: H838 G529 PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

minimise risks and plan for contingency

Role-play exercise – learners to develop a critical path

Scenario to include risks, probability and impact

Learners to develop a contingency.

Critical path software To make this exercise more realistic it could be possible to ask groups of learners to devise scenarios which can then be used by others – thereby developing learner understanding of the complexity of the concept.

OCR Principal Learning in Retail Business 5 of 15

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of WorkOCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

AC 4.1 Analyse how technology used within retail supply chains contributes towards competitivenessTime allowed: 3 hours

Visit to businesses to view range of technology used in practice

Following visit learners (in groups) to produce a fact sheet for each of the technological systems aimed at other businesses

Fact sheets to be pooled with seminar allowing groups to present their findings

Business visit – alternatively this could be linked to the initial visit

Mock shop could be used as a basis to explore possible technology

It is important that learners are able to view technology in practice rather than from a purely theoretical point of view.

6 of 15 OCR Principal Learning in Retail Business

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of Work

OCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

AC 4.2 explain how key performance measures are used to increase productivity and competitivenessTime allowed: 2 hours

Teacher led summary of key performance indicators – use of specific business examples (from visits)

Learners to produce fact sheet of possible indicators

Business examples from visits over course of units

Mock shop – learners could be asked to monitor and evaluate the performance – and use formal meetings to identify short comings.

With the use of the mock shop learners could explore a wide range of PLTS in the form of formal review meetings

OCR Principal Learning in Retail Business 7 of 15

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of WorkOCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

AC 4.3 analyses quality systems used in retail supply chainsTime allowed: 3 hours

Video and newspaper articles to illustrate different approaches

Learners to research using sites quality systems employed by firms

Quality systems Case studies www.toyota-forklifts.co.uk

Possible links to Lean Management ie JIT; value stream mapping, BIT; TQM.

Opportunity for guest speakers

Learners need to view a range of quality systems and relate their use to the type of product. Learners should understand that quality systems used vary depending upon varied factors.

8 of 15 OCR Principal Learning in Retail Business

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of Work

OCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

IntroductionTime allowed: 30 minutes

Brief overview of topic and relationship to other aspects of the unit – using information gleaned from visits to illustrate.

You tube clip – Nike Logistics CentreThis could along with the information gleaned from previous visits provide a good lead into the topic

AC 6.1 Analyse how profitability is affected by warehouse designTime allowed: 4 hours

Scenario based examples to illustrate warehouse design and profitability links

Learner to produce mini presentation

Case study

Use of mock shop situation and the relevant suppliers would support learner understanding

It would be helpful for learners to be exposed to businesses in different markets in order to understand the different influences upon firms. Therefore exposure to a wide range of local situation would enhance learner

OCR Principal Learning in Retail Business 9 of 15

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of WorkOCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

demonstrating how profitability is affected by warehouse design

Architect websites specialising in industrial projects.

understanding.

AC 6.2 Evaluate ways to determine costs related to distribution and storage of goodsTime allowed: 4 hours

Worked through cost benefit examples – teacher led

Learners to work through cost benefit exercises.

Use of local firms with practical examples

www.stobartgroup.co.uk

www.orchestrator.co.uk

www.talkingretail.com

www.rac.org.uk

The use of practical examples will help learners understand the complex nature of the topic. Case studies could be used where appropriate.

10 of 15 OCR Principal Learning in Retail Business

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of Work

OCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

IntroductionTime allowed: 30 minutes

Recap on cost benefit analysis This area of the specification builds upon cost benefit analysis which provided a good lead into external impacts.

AC 7.1 Describe how supply chain businesses minimise negative economic, social and environmental impactsTime allowed: 6 hours

Minimisation of economic impact:

Use of stimulates material with business examples.

Minimisation of social impact:

Use of stimulus material, video clips and

www.fairtrade.org.ukwww.ethicalcorp.comwww.partnersforjusttrade.orgwww.greanpeace.org.ukwww.foe.co.uk

There are many BBC news stories covering this issue, in order to enliven the topic up-to-date and new media stories will help learners appreciate the various issues. You tube clips with music can also be used to promote discussion and aid understanding of the supply

OCR Principal Learning in Retail Business 11 of 15

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of WorkOCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

website to promote discussion of the negative social impact

Examples of businesses that have minimal negative impact.

Minimisation of environmental impact

Use of Greenpeace videos

Use of Ikea case study as stimulus material

Learners to produce a power point to music

You tube clips eg textile Fair, Michael Jackson earth song, Greenpeace, supply chain for a better world

Local speakers from the fair trade movement can allow learners to ask questions and develop a wider understanding of the relevant issues

chain’s impact.

The emotive nature of the topic will allow learners to question their own perceptions.

12 of 15 OCR Principal Learning in Retail Business

= Innovative teaching idea = ICT opportunity

Sample Diploma Scheme of Work

OCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY CHAIN

SUGGESTED TEACHING TIME

30.5 HOURS TOPIC

UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT – LEARNING OUTCOME 3BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS – LEARNING OUTCOME 8UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND COMPETITIVENESS – LEARNING OUTCOME 4UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY – LEARNING OUTCOME 6KNOW HOW SUPPLY CHAIN BUSINESSES MINIMISE NEGATIVE ECONOMIC, SOCIAL AND ENVIRONMENTAL IMPACTS – LEARNING OUTCOME 7

TOPIC OUTLINE SUGGESTED TEACHING AND HOMEWORK ACTIVITIES SUGGESTED RESOURCES POINTS TO NOTE

showing the negatives that the supply chain causes and the attempts to minimise the effect

OCR Principal Learning in Retail Business 13 of 15

Sample Diploma Lesson Plan

OCR Level 3 in Principal Learning in Retail Business: H838 Unit G529 Planning the movement of goods through the retail supply chain

Minimising the social and environmental impact of the retail supply chain

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 To understand the social impact of the retail supply chains

Objective 2 To be able to analyse the impact of various retail supply chains

Objective 3 To be able to identify methods to minimise social impact of the retail supply chain

Recap of Previous Experience and Prior Knowledge

Learners will have already considered the economic impact that retail supply chain may have, and have visited many businesses in order gain an insight into different contexts and business situations.

Content

Time Content5 minutes Brief recap over the economic influences framework ie short term, long term

framework.

10 minutes Use stimulus material: fair-trade video clips (website)You tube Greenpeace supply chain for a better world

10 minutes Group work: learners to be divided into groups of 4-5 to identify firms/industries where there is a negative impact and where the negative impact has been minimised.

14 of 15 OCR Principal Learning in Retail Business

Sample Diploma Lesson Plan10 - 15 minutes

Follow up discussion with class using examples – teacher to use table to categories long and short time effects. Class to identify key impacts rating effects (as a means to develop learning thinking skills).

10 minutes In pairs learners to plan a power point to music to identify the negative social and environmental effects of the retail supply chain (to be followed up for homework).

Consolidation

Time Content

10 minutes Learners to feedback plan to class on their power point identifying the key themes and images they hope to use.

Homework and Follow up lesson

Learners to produce power point; followed by presentation of the groups to the class and discussion of examples used.

OCR Principal Learning in Retail Business 15 of 15