BIZ ENTERTAINMENT AGENCY 2 - Overview
Learning Context
- The learning context for this pack is identical to the one used in the earlier BIZ Entertainment Agency pack ie a work experience placement within an entertainment agency. However, whilst both packs provide opportunities for students to experience ICT 'in action', this pack provides opportunities to explore the role of new technologies in business. For example, students are required to develop a small starter website for the Agency; use animation software to produce a short advert promoting it and use an electronic diary/calendar. With the exception of MS Office, any specific software referred to is readily accessible and available free of charge (eg Scratch and KompoZer). Activities 8 require students, working in small groups, to select the group's 'best work' from Activities 1, 2, 5 and 7 in order to include this in a presentation to the class (Activity 9).
- The main objective of the pack is to provide students with opportunities to engage (on their own and with others) in a range of inter-related business tasks which relate to new technology. Where team working is required, a group size of 4 is recommended.
- In all instances, the Activity sheets provided can be viewed electronically to reduce printing costs. Similarly, in most instances, students are not instructed to take printed copies of their work. Where note taking is required, students are directed to use scrap paper or electronic record keeping.
Structure and Nature
- In response to recent feedback from members, the pack has been structured in 2 different ways and is provided within 2 master files as explained below. Both versions of the pack contain the same material albeit in a different structure.
- 'Standard' master folder - This is structured by Activity with 9 Activity folders provided. Each Activity folder contains an Exemplar Activity Plan; Exemplar Learning Intentions/Success Criteria visual aid (Word); a student Activity Sheet (containing a number of Tasks), Reference and Support Material. As a general rule, students require access to Reference Material in order to complete a task (eg Newspaper Extract) and use Support Material if required (eg Letter template). Suggested Solutions are also provided where these were deemed helpful. Many Activities contain guidance regarding suggested Extension Exercises.
- 'Ripple' master folder - This contains a single Activity folder within which all 9 Activities are contained as a single file. Similarly, all Reference and Support material is located within a Reference Mats file.
- It is anticipated that schools will only need to download one of the master files
- In an attempt to keep print costs to a minimum, students seldom require access to paper copies of the Activity Sheets, Reference Material or Support Material provided. NB Where task instructions require note-taking, students are instructed to do so using scrap paper. As a general rule, Activity Sheets do not instruct students to print copies of their work. It is strongly suggested that peer assessment is considered throughout.
- It has been assumed that pupils will access ICT equipment at most if not all times. The websites referenced within the pack were checked and should be accessible by all schools.
- Exemplar Activity Plans contain suggestions re possible Extension Exercises and Key Themes to be explored. Typically Key Themes will be developed through a combination of Activities, whole class and small group teaching inputs and discussion sessions.
- In an attempt to minimise download difficulties for members, Activities contain essential graphics only.
Brief Overview of Activities
1First Strands of the Web
The Activity starts with small groups of students brainstorming examples of logos that might be appropriate for the Agency. Following discussion, groups decide which one the Agency should choose and why. Working individually, students use appropriate drawing software to design their own interpretation of the logo. Working individually, students use the information and templates provided to design the first 4 pages of a new starter Agency website. (NOTE: As Activity 2 requires students to produce the starter website, the purpose of Activity 1 is to make them think about display and presentation. The Extension Exercise requires students to suggest additional information and images that might be included in the completed website in order to make it more informative/attractive/appealing.
2BIZ Goes WWW
During Activity 2, students use appropriate software to create and populate the Agency's starter website with the end product being emailed to the teacher. NOTE: It is anticipated that many schools will choose to use either KompoZer (free software) or Word with pages saved in html format. (Section 8 provides a web reference for KompoZer). The Extension Exercise encourages students to increase their experience and skill in using Scratch.
3 A Modern Outlook
This Activity begins with students working in small groups in order to consider the advantages and disadvantages of electronic diaries/calendars. Working individually, students use Word to produce a summary of the group's findings. Working individually, students use an electronic diary/calendar to record appointments and create a small To-Do list. Working individually, students use Word to produce a short business letter on headed paper. (NOTE: Support template provided for use if required). The Extension Exercise requires students to identify the skills, knowledge, experience, qualifications and personal qualities that the Agency should look for in a Tour Manager.
4 An Animated Discussion
Activity 4 begins with students working in small groups in order to explore issues relating to the promotion and marketing of the Agency and the services it provides to its acts and clients eg students evaluate the promotional media available to the Agency and key information that it should include in future promotion. Working individually, students evaluate the features and functions provided in free animation software - Scratch. (Section 8 provides a web reference for Scratch). Working in small groups, agree a script for a short animated advert promoting the Agency and the services it provides. NOTE: The timings suggested in the Activity 4 Exemplar Plan assume that students will require an additional 15 minutes at the beginning of Activity 5 to in order to complete the work associated with Activity 4. The Extension Exercise requires students to produce the storyboard for an animation promoting the Agency's most famous act - Psychic Goldfish.
5Starting from Scratch
This Activity further utilises knowledge and skill developed during Activity 4. On completion of all of the Activity 4 tasks, students use Scratch and the script agreed by their group to produce a short animated advert. The Extension Exercise requires students to design a flier explaining how new acts could benefits from being represented by the Agency.
6Get Connected
Activity 6 is a web-based activity which requires students to explore issues relating to Social Networks such as Facebook and Twitter. Working in pairs, students use Word in order to produce a report exploring issues such as (i) the reasons for their popularity; (ii) how they might be of benefit to small businesses; (iii) those members of society most and least likely to use them and problems associated with them that users should be aware of. The Extension Exercise requires students to undertake internet research on identify theft and/or cyberbullying prior to produce an information leaflet.
7On the Road
Working in small groups, students consider applicant details for a Tour Manager vacancy and agree which is most suitable and why. Working individually, students design the front and back panels of a Psychic Goldfish T-Shirt. The Extension Exercises requires students to research 3 different management styles in order to find out the characteristics and the strengths/weaknesses associated with each.
8Only the Best Will Do
This Activity requires students to work together as an effective team in order to produce a presentation which will be delivered to the class during Activity 9. Working together, students review the work produced by individuals during Activities 1 (logo); Activity 2 (starter website); Activity 5 (Scratch animation) and Activity 7 (T-Shirt design) in order to agree which will represent the work of the team. Having chosen the group's 'best' logo; 'best' website etc, students discuss whether or not additional fine tuning would be helpful. Working as a group, students agree a structure for the presentation and how each member will contribute.
9The Final Act
Each group delivers a 6-7 minute presentation which includes a justification why the class should choose their ideas rather than the ideas of other groups. Working individually, students evaluate each presentation and their own work.
Suggested Methodology
- The pack adopts a Social Constructivist model as this is frequently applied within Business Education classrooms. Typically this model involves:
(i)the teacher introducing each Activity with pupils receiving clear guidance regarding intended outcomes and success criteria;
(ii)whole class discussion (Q/A) to enable pupils to exchange views and explore starter thoughts on the topic being covered;
(iii)small group or paired activity during which pupils unpack and explore the issues further prior to commencing individual or further paired work;
(iv) individual activity;
(v)whole class review (which may include self/peer assessment).
**Consideration could be given to pupils using email to exchange 'work' for peer marking.
Suggested Timings
- Agreeing standard completion times for each Activity proved impossible. However, the tasks associated with each Activity can be completed within a 60 minute session. Where possible, however, additional time should be built into planners. Due to the relationships between Activities 1 and 2 and, Activities 4 and 5, timings may overlap. (NOTE: The Lesson Plan timings for Activity 4 assume that students will require 15 minutes of Activity 5 time in order to complete Activity 4). Please note that additional time is required for completion of any of the Extension Exercise suggested or provided.