Unit 1 Business ownership At Background to business TASK1 Students are asked to prepare a business directory which can be organised in two ways - either using an exercise book or a computer file. The aim of the directory is to provide students with an organised business guide. TASK3 Teachers may like to instruct students in advance to collect and bring in daily newspapers.

Resources for cut-and-paste methods will be needed or, alternatively, access to computers for desk top publishing. TASK4 This activity has been tried out several times and has proved to be a most rewarding exercise. The most difficult part is the initial contact with local businesses. Teachers should prepare a list of local companies, of different types and sizes, that could be contacted for this task.

Most businesses welcome school/industry links and are quite prepared to spend a little time on a pre­arranged date talking to students and showing them around their premises. Once the initial contacts have been made, it is quite easy to follow them up and repeat the exercise at a later date. A telephone call followed by a letter confirming the arrangements is usually all that is needed in the beginning of this exercise.

It is recommended that students go out to a business in groups of no more than two or three. This visit should be limited to say one hour, half-an-hour for questions and half-an-hour for a tour of the company.

Teachers should discuss with the class how they will go about this task.

Unit 3 The office A4 Office personnel TASKS 1 and2 Teachers should instruct students to collect and bring in local papers. It might be a good idea to discuss what a job centre is and perhaps arrange a visit.

These tasks are fairly flexible. More jobs can be added to the vacancy schedule in Task 1 if required. Similarly, in Task 2, students may be asked to find more than three clerical posts in addition to those already given. TASK4 This task is a role-play exercise requiring seven students. Its aim is to emphasise the importance of face-to-face communication, as well as the skills and qualities needed by office personnel in general. The role of the receptionist is used to highlight these qualities. It can be adapted to any type of company.

It is up to the teacher to decide whether the role play is performed once or repeated to give all students the chance to take part. However, the question sheet has been designed to ensure full class participation, regardless of the size of the class.

To make the role play more realistic, the following resources will be needed: • A name plate for the receptionist. • A diary of appointments for the receptionist. • A business card for Mr Harry Plant, a sales

representative.

Cue cards for students taking part in the role play are given in the text. These need to be cut out and distributed.

Many of the areas within this role play can be dealt with in more depth by the teacher if required, according to the course being covered. For example, teachers covering office studies courses may wish to deal with the receptionist and related issues, like the appointment book and business cards, in more detail.

A5 Audio versus shorthand TASK2 This exercise may be typed or written depending on resources available. Teachers should provide resources for students to find out more about shorthand typing. TASK4 As an aid to this task, teachers could organise the class to prepare some dictations.

A6 The traditional office TASK1 Students are asked to write a letter of application. This is an ideal time to introduce some of the basic rules of letter writing before reaching Unit 6, which deals with business correspondence in more depth. TASK2 Students are given the opportunity to re-examine the plan in Unit 5 in relation to legislation on health and safety. Therefore, teachers may wish to instruct students to complete the plan in pencil at this time.

Teachers should provide resources for students to find out more about manual and electronic typewriters. TASK4 Teachers may wish to expand this task for more able students and include details of an overnight stay. Another approach for those schools outside of London is to change the venue from Edinburgh to London and ask students to find the shortest route across the London Underground to a specified destination.

A7 The modern office TASKS Teachers should discuss with students their plans of how they intend to go about finding this information.

Resources will be needed for the poster.

Unit 4 New technology in the office AS Choosing a computer system

TASK1 Teachers are advised to make arrangements for the class to visit the school office and other departments, to minimise interruptions.

A9 Word processing This assignment is not intended to train students as word processor operators, but to introduce them to some of the many functions a word processor is capable of carrying out. It is up to teachers to provide supplementary material if more hands-on experience is required.

Exercises are provided that require editing, using

(~====T=E=A=C=H=I=N=G=N==O=T=E=S==~) various word processing commands. The passages given provide useful information about the subject and, when printed, they can be used as file notes. All passages in this assignment should be completed using a word processor.

Teachers should instruct students regarding the saving of files to avoid double saving where network systems are being used. TASKS 6, 7 and 8 Teachers to key in the exercises, including all marked and unmarked errors, and save as 'Passage' followed by the number of the passage - for example, Passagel.

TASK6 Key in with double-line spacing with ragged right margin.

TASK7 Key in with a line length of 50. Put the paragraphs in the order in which they are given in the text. TASKS Key in with a ragged right margin.

Unit 5 Legislation and workers AlO Why do accidents happen? TASK3 Teachers should discuss issues with the class before students prepare their safety statements. Some points that teachers may like to include are:

• Keeping dust, fumes and noise under control. • Ensuring plant and machinery are safe, and safe

systems of work are not only set up but followed. • Safe storage of substances. • Provision of adequate welfare facilities. • Training and supervision. • Protective clothing. • Reporting of injuries, diseases and dangerous

occurrences. • First aid facilities and appointment of a safety

representative. • Procedures and escape routes in case of fire. • General cleanliness, temperature, washing and toilet

facilities. • Overcrowding. • Personal safety - lifting. Useful leaflets on this Act can be obtained from local health and safety executives. TASK4 Resources will be needed for the poster. Teachers may like to begin this task with a brainstorming session to get the exercise underway.

TASKS This is a follow-on exercise from Unit 3 when students were asked to design the layout of the office. Extra equipment has been added to highlight the space problem under HASAWA and also likely hazards- for example, trailing wires and the positioning of computer equipment away from direct glare. Teachers may wish to discuss implications of HASAWA with students.

All Smartgear for stylish kids TASK3 In order for students to gain maximum benefit from this task, it is important that they are given time to use the library as a resource and/ or write off for information to the Registrar. The address of the Data Protection Registrar is: Office of the Data Protection Registrar, Springfield House, Water Lane, Wilmslow, Cheshire, SK9 SAX.

Alternatively, several booklets are available covering this Act, and teachers may like to send for a set and make them available to the class if time is limited.

Unit 6 Business correspondence A12 Business mail

Before beginning this assignment, teachers should go through the basic layout of business letters and memos with students. Examples are given, for students to follow, but some explanation is required with regard to the more essential points, such as the use of capitals, and the correct order and spacing between the different parts of the letter.

Tasks 1 and 5 serve a dual purpose. Firstly, they put into practice previously acquired word processing skills by asking the students to identify errors in layout and content, and edit them. Secondly, they must then key in their own documents, which hopefully by this time will be correct in presentation.

TASKl Teachers to key in the following letter and save as Letterl:

Our Ref TI/EAS

23/12/1991

The Manager The Bank 21, High Street Localtown LOCAL COUNTY L01 4TH

Dear Sirs

BUISNESS SERVICES

we are considering buying premises in your Town as we intennd to expend our business. Could we please arrange too come in to see you too discuss opening a buiseness account with your bank.

Could we arrange a meeting next monday or tuesday when I will be in the area looking for a suitable location.

Yours faithfully

STRAIGHT & NARROW LTD

E A Straight MD

(~~~T~E~A~C~H~IN~G~N~O~T~E~S~~) TASK4 Students make their own envelopes to reduce the cost of this task. Paper can be ruled into sections or cut to the appropriate size if this is easier to organise.

Resources for the above will need to be available.

TASKS Teachers to key in the following memorandum and save asMemol:

DATE 23/8/1991

FROM Sales Manager

TO Transport Manager AliT I

DELIVERIES

Dear Sir

We are constantly receiving complaints from customers that delivery datesare not being met.

One of our best customer's has threatened to stop doing business with us unless the situation improves immediatly.

Can you please let us know exactly what the problems are so that steps can be taken to remedy the situation.

Yours faithfully

Unit 7 Copying/duplicating A13 Making copies TASKl Teachers need to tell students which methods are available to complete this task. Resources should then be made available.

Note that spirit duplicating has not been covered in the information sheets as many courses have now taken this out of their syllabus. However, many schools still use it and there is no reason why students cannot choose this method if they wish.

Students should be instructed to write down each stage of the process as they carry out this task. This will enable them to complete the task more easily. TASK3 The words hidden are:

• offset lithography • word processing • ink duplicating • stylus • carbons • NCR • stencil • photocopy .

Unit 8 Storage and retrieval of information A14 Finding, sorting and classifying information TASK2 Local telephone directories will be needed. TASK3 Atlas will be needed.

TASK4 Holiday brochures will be needed. TASKS The following resources will be needed: six pieces of lined paper per student about A6 size, sellotape/ glue and scissors. TASK6 The following resources will be needed: a piece of card about A6 size per student, sellotape/glue, and a small piece of paper that will fit into the slot when the index is made.

A15 Microfilming TASKl Typewriters and/ or word processors will be needed.

A17 Electronic filing TASKl The small database is provided for teachers to use as a learning exercise to show students the basic concepts of how to set up a database using appropriate software. After completing it, they should then be familiar enough with the software to be able to create their own database for Task 6.

Unit 9 Meetings AlS Holding a meeting TASK3 Teachers may wish to record the meeting on tape and play it to the group at the end of the meeting, to eliminate the need for individual students to take notes during the meeting. Alternatively, teachers may wish to instruct all students to take notes during the meeting.

A19 Meetings and technology TASKl Typewriters and/ or word processors will be needed. TASK2 Students will require time (four weeks has been specified in the assignment) to carry out further research. Teachers may wish to discuss possible resources- for example, local BT Public Relations/Sales Department.

British Telecom also have several videos available for hire, free of charge to schools. Address for videos: British Telecom, Education Service, British Telecom Centre, Floor B4, 81 Newgate Street, London EClA 7 AJ.

Unit 10 The mail room A20 Procedures for handling incoming mail TASK2 Teachers may need to brief students before this task begins as sometimes they become excited and are silly. It can be a fun exercise if organised properly. The following notes are only suggested problems which may be encountered and possible points which can be discussed. These will vary from class to class and are intended only as ideas. Problem: Students tend to write the first names only of their friends on the circulation slip.

(iiiiii;;;;;;; ____________ TE=A=C=H=IN=G------N=O=TE=s------~) Questions/discussion points: 1 What other details besides the first name should be

added to the circulation slip in business? 2 What would happen if only the first name was put on

the form? 3 What might happen when someone is absent,

particularly for a long period? 4 In view of point 3, is a circulation slip more suitable

for urgent or non-urgent matters?

Problem: Loose papers falling out of books as they are circulated. Questions/discussion points: 1 In a classroom, it is fairly easy to find out who loose

papers belong to. Why would it be more difficult in business?

2 How can the problem of loosing loose papers be avoided?

A22 Mail room equipment/machinery

TASK2 This task is a role-play exercise to be carried out in small groups. Information leaflets will be needed from local suppliers. Teachers need to decide whether or not to distribute copies of Figure 10.6, depending on what students have collected themselves and the time available. Students may also need access to an overhead projector, typewriters and/or word processors and a photocopying machine.

Unit 11 Postal services A23 Postal preparations

TASK1 The Post Office Code of Practice booklet will be needed.

TASKS2and3 Current postal rates leaflets - Inland and Overseas - will be needed. The author has avoided including postal rates leaflets as these so easily become outdated.

TASKS Teachers may like to organise a visit to the local sorting office. Resources will be needed for the poster.

A24 Which postal service? TASK1 Students will require time to collect relevant forms.

Unit 12 Telecommunications A25 Telephone charges

TASK2 British Telecom charges leaflets will be needed.

A26 Answering the telephone and taking messages

TASK1 This task is a role-play exercise requiring two students. Its aim is to emphasise the importance of listening carefully, and dealing politely and efficiently with a telephone enquiry. It is based on a travel agency company. It is up to the teacher to decide whether the role play is performed once or repeated to give the students taking part in the first instance the opportunity to sit back and listen.

Students should be told in advance that they will be completing a question sheet based on what they have heard, at the end of the role play.

TASK3 Teachers should record the following message and play the recorded message twice to the students. This is to make it realistic as in real life they would be able to ask the caller to repeat the message.

D This is Mr Walters of Local Supplies Limited. Tell Mrs Salten that the printer she ordered, catalogue number 916424E, has been discontinued. A later model is available if she wants it for an extra £28, but I must have a decision by 4 p.m. this afternoon if delivery is still required tomorrow. My telephone number is S467S extension 4S7. D

Teachers may feel that it is appropriate to discuss: the use of the telephone alphabet, where numbers of parts are concerned, and other circumstances in which it may be used; the importance of answering the telephone in a polite and businesslike manner, listening carefully, taking a message, and passing it on or dealing with it quickly and accurately.

A27 Telecommunication services and equipment

TASK1 Teachers should discuss with the class how to investigate other companies offering telecommunication equipment and services - for example, Mercury. Address for Mercury: Mercury Customer Assistance, PO Box 49, Birmingham B1 1 TE.

TASK2 Leaflets from BT or Mercury or other office equipment suppliers will be needed, in addition to old office skills textbooks for reference and drawings.

TASK3 Leaflets from British Telecom giving details of the latest call-connect systems will be needed. BT Public Relations office staff are very willing to assist teachers by supplying them with helpful leaflets. However, they do request that teachers make contact themselves for material, which they can distribute to their students, rather than having large numbers of requests from students.

A28 The electronic office TASK1 Leaflets about telex, Telecom Gold, fax and Prestel will be needed.

Unit 13 Banking A29 Banking skills

TASKS A list of all local banks and building societies, including Girobank, will be needed.

Teachers should discuss with students which bank they will visit and how they intend to organise themselves. This task could be completed on a Saturday morning. Students should be instructed to collect leaflets on buying a home/mortgage facilities while they are at the bank/building society. These can then be used to complete Task 3 in Assignment 30.

A30 Credit TASK3 Leaflets on mortgages/house buying, complete with table of repayments, will be needed.

Unit 15 Wages A32 Wages/salaries

TASK2 Teachers may wish to complete the second part of this task using a question/ answer type approach. TASK4 Leaflet about Telepay will be needed (from Lloyds).

A33 Electronic payroll TASKS 1 and2 Students require some instruction on how to set up a model of a spreadsheet and use formulae for that software before completing this task.

TASK3 Teachers to key in the following spreadsheet and save as Payroll:

Employee Gross PAVE Nl Savings Other Total Net pay deductions pay

Atkinson, F. 96.45 16.07 5.67 5.00 1.00 Archell, D 76.86 12.81 4.52 5.00 0.50 Billows, w. 135.97 22.67 7.99 10.00 Browne, S.B. 84.31 14.05 4.92 5.00 0.50 Couchouk, L 58.00 9.67 3.41 0.20 Emerson, l 110.53 18.42 6.50 5.00 1.00 George, M.W. 74.08 12.35 4.36 Kenton, D. 81.88 13.65 4.81 0.50 Meadows, R. 189.00 31.50 11.11 10.00 Timms, PA 74.00 12.33 4.35 5.00 Zaidi, R.I. 69.76 11.63 4.10 1.00

Totals

Unit 16 Purchase and sale of goods A34 Business calculations TASK4 Computers with spreadsheet software will be needed.

A36 Buying/selling transactions

TASKl Graph paper will be needed. Teachers may wish to discuss cost-comparison graphs and the labelling of axes with students. TASK2 A selection of catalogues from software and hardware suppliers will be needed. Teachers will need to instruct students on the content/layout of a credit note.

TASK3 Envelopes will be required.

TASK6 Local and national newspapers and magazines will be needed. Teachers should instruct students to write off to mail order companies for details of how an agency runs. These companies often advertise in magazines and newspapers, and addresses are easily found. Many students may have family or friends who run mail order catalogues and are willing to help.

Unit 17 Stock control A37 Stock records

TASK3 It is up to teachers to decide whether to use a spreadsheet program for this task or, alternatively, instruct students to complete it as a word processing exercise, giving them useful practise in tabulation.