Unit g529 Planning The Movement of Goods Through The Retail Supply Chain Scheme of Work and Lesson Plans Sample

Sample Schemes of Work and
Lesson Plans
Retail Business
Principal 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
OCR Level 3 Principal Learning in Retail Business: H838 G529 Planning the
movement of goods through the retail supply chain.......................................................3
OCR Retail Business Diploma Level 3 Unit G529: Planning the movement of goods
through the retail supply chain..........................................................................................8
through the retail supply chain........................................................................................12
through the retail supply chain........................................................................................15
OCR Level 3 in Principal Learning in Retail Business: H838 Unit G529 Planning the
movement of goods through the retail supply chain.....................................................19
2 of 20
OCR Principal Learning in Retail Business
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
UNDERSTAND CRITICAL PATH MANAGEMENT IN SUPPLY CHAIN MANAGEMENT LEARNING
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
BE ABLE TO PLAN CRITICAL PATHS TO TAKE GOODS THROUGH RETAIL SUPPLY CHAINS
LEARNING OUTCOME 8
TOPIC
UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND

COMPETITIVENESS LEARNING OUTCOME 4
UNDERSTAND HOW LOGISTICS AFFECT PROFITABILITY LEARNING OUTCOME 6
KNOW 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
Introduction
Time allowed: 30 minutes
Teachers could start by asking learners to

describe simple activities ie making dinner.
= Innovative teaching idea

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.
= ICT opportunity
3 of 20
Sample Diploma
Scheme of Work

RETAIL SUPPLY CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE
AC 3.1 Analyse how critical
path management is used in
supply chain processes
AC 8.1 Use software to plan
critical paths
4 of 20

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
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.
Business Studies Hall et al 3rd Ed Unit 91
An Integrated Approach to Business Studies

Jewell 4th Ed Chapter 40.
Teacher led explanation and illustration of

critical path, starting with the simple
examples
Use of examples from the supply chain
Exercises on critical path
Learners to devise their own critical path
Critical path software could be used in this task.
= ICT opportunity
Sample Diploma
Scheme of Work

RETAIL SUPPLY CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE
AC 8.3 Plan contingencies to

manage risks

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
based upon a case study sequencing the

various activities

= ICT opportunity
5 of 20
Sample Diploma
Scheme of Work

RETAIL SUPPLY CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
Time allowed: 12 hours
Teacher led input the advantages and

limitations of the critical path management
Websites offering critical path management

www.capgemini.com
Use of case studies exercise to illustrate

how critical path management can minimise
risks and plan for contingency
Case study exercises
6 of 20
POINTS TO NOTE
= ICT opportunity
Sample Diploma
Scheme of Work

RETAIL SUPPLY CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Role-play exercise learners to develop a

critical path
Scenario to include risks, probability and

impact
Learners to develop a contingency.
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.

Critical path software
= ICT opportunity
7 of 20
Sample Diploma
Scheme of Work
OCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING

THE MOVEMENT OF GOODS THROUGH THE RETAIL SUPPLY
CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE
AC 4.1 Analyse how
technology used within retail
supply chains contributes
towards competitiveness

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Visit to businesses to view range of

technology used in practice
Business visit alternatively this could be

linked to the initial visit
Following visit learners (in groups) to

produce a fact sheet for each of the
technological systems aimed at other
businesses
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.
Fact sheets to be pooled with seminar
8 of 20
= ICT opportunity
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
allowing groups to present their findings

= ICT opportunity
9 of 20
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE
AC 4.2 explain how key
performance measures are
used to increase productivity
and competitiveness
10 of 20

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Teacher led summary of key performance

indicators use of specific business
examples (from visits)
Business examples from visits over course

of units
Learners to produce fact sheet of possible

indicators
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
= ICT opportunity
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE
AC 4.3 analyses quality
systems used in retail supply
chains

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Video and newspaper articles to illustrate

different approaches
Quality systems Case studies
Learners to research using sites quality

systems employed by firms
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.

www.toyota-forklifts.co.uk
Possible links to Lean Management ie JIT;

value stream mapping, BIT; TQM.
Opportunity for guest speakers
= ICT opportunity
11 of 20
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
Introduction
You tube clip Nike Logistics Centre
12 of 20
Brief overview of topic and relationship to

other aspects of the unit using information
gleaned from visits to illustrate.
POINTS TO NOTE
This could along with the information gleaned

from previous visits provide a good lead into the
topic
= ICT opportunity
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC


HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
AC 6.1 Analyse how

profitability is affected by
warehouse design
Case study
Use of mock shop situation and the relevant

suppliers would support learner
understanding
Architect websites specialising in industrial

projects.
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 understanding.
TOPIC OUTLINE
Scenario based examples to illustrate

warehouse design and profitability links
Learner to produce mini presentation
demonstrating how profitability is affected
by warehouse design

= ICT opportunity
13 of 20
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE
AC 6.2 Evaluate ways to
determine costs related to
distribution and storage of
goods
14 of 20

HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
Worked through cost benefit examples

teacher led
Use of local firms with practical examples
www.stobartgroup.co.uk
Learners to work through cost benefit

exercises.
www.orchestrator.co.uk
The use of practical examples will help learners

understand the complex nature of the topic.
Case studies could be used where appropriate.
www.talkingretail.com
www.rac.org.uk
= ICT opportunity
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE

HOMEWORK ACTIVITIES
Introduction
Recap on cost benefit analysis

SUGGESTED RESOURCES
POINTS TO NOTE
This area of the specification builds upon cost
benefit analysis which provided a good lead into
external impacts.
= ICT opportunity
15 of 20
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC


HOMEWORK ACTIVITIES
SUGGESTED RESOURCES
POINTS TO NOTE
AC 7.1 Describe how supply

chain businesses minimise
negative economic, social and
environmental impacts
Minimisation of economic impact:
www.fairtrade.org.uk
www.ethicalcorp.com
Minimisation of social impact:
www.greanpeace.org.uk
www.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
chains impact.
TOPIC OUTLINE
16 of 20
Use of stimulates material with business

examples.
Use of stimulus material, video clips and
website to promote discussion of the
www.partnersforjusttrade.org
= ICT opportunity
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE

HOMEWORK ACTIVITIES
negative social impact
Examples of businesses that have minimal

negative impact.
SUGGESTED RESOURCES
POINTS TO NOTE
You tube clips eg textile Fair, Michael Jackson

earth song, Greenpeace, supply chain for a
better world
Minimisation of environmental impact
Use of Greenpeace videos
Use of Ikea case study as stimulus material

Local speakers from the fair trade movement

can allow learners to ask questions and
develop a wider understanding of the relevant
The emotive nature of the topic will allow

learners to question their own perceptions.
= ICT opportunity
17 of 20
Sample Diploma
Scheme of Work

CHAIN
OUTCOME 3
SUGGESTED
TEACHING
TIME
30.5
HOURS
LEARNING OUTCOME 8
TOPIC

TOPIC OUTLINE

HOMEWORK ACTIVITIES
Learners to produce a power point to music
showing the negatives that the supply chain
causes and the attempts to minimise the effect
18 of 20
SUGGESTED RESOURCES
POINTS TO NOTE
issues
= ICT opportunity
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
Content
5 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
19 of 20
Sample Diploma
Lesson
Plan
where there is a negative impact and where the negative impact has been
minimised.
10 - 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.
20 of 20

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Sample Schemes of Work and

OCR Principal Learning in Retail Business

OCR LEVEL 3 PRINCIPAL LEARNING IN RETAIL BUSINESS: H838

UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND

SUGGESTED TEACHING AND

Time allowed: 30 minutes

Teachers could start by asking learners to

= Innovative teaching idea

Use of cooking a meal, getting ready for

Leaning Outcomes 1 and 8 could be tackled

OCR LEVEL 3 PRINCIPAL LEARNING IN RETAIL BUSINESS: H838

UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND

= Innovative teaching idea

SUGGESTED TEACHING AND

Business online , Bized

Interactive PowerPoint of CPA

Exercises on critical path

In order to analyse critical path management it

Business Studies Hall et al 3rd Ed Unit 91

An Integrated Approach to Business Studies

Teacher led explanation and illustration of

Use of examples from the supply chain

Exercises on critical path

Learners to devise their own critical path

Critical path software could be used in this task.

OCR LEVEL 3 PRINCIPAL LEARNING IN RETAIL BUSINESS: H838

UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND

AC 8.3 Plan contingencies to

SUGGESTED TEACHING AND

based upon a case study sequencing the

= Innovative teaching idea

OCR LEVEL 3 PRINCIPAL LEARNING IN RETAIL BUSINESS: H838

UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND

SUGGESTED TEACHING AND

Time allowed: 12 hours

Teacher led input the advantages and

Websites offering critical path management

Use of case studies exercise to illustrate

Case study exercises

= Innovative teaching idea

OCR LEVEL 3 PRINCIPAL LEARNING IN RETAIL BUSINESS: H838

UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND

SUGGESTED TEACHING AND

Role-play exercise learners to develop a

Scenario to include risks, probability and

Learners to develop a contingency.

To make this exercise more realistic it could be

= Innovative teaching idea

Critical path software

OCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING

UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND

SUGGESTED TEACHING AND

Visit to businesses to view range of

Business visit alternatively this could be

Following visit learners (in groups) to

Mock shop could be used as a basis to

It is important that learners are able to view

Fact sheets to be pooled with seminar

Time allowed: 3 hours

= Innovative teaching idea

OCR RETAIL BUSINESS DIPLOMA LEVEL 3 UNIT G529: PLANNING

UNDERSTAND MECHANISMS SUPPLY CHAIN BUSINESSES USE TO ENSURE PROFITABILITY AND

SUGGESTED TEACHING AND