Business Communication and
Technologies 2012
Sample unit of work A
Two sample units of work are available for Business Communication and Technologies 2012:
 Unit of work A: How can a retail business use social media to improve business profitability?
 Unit of work B: Women face significant challenges and obstacles in the workplace that men
do not.
The sample units of work incorporate the objectives described in the dimensions of the syllabus.
They offer flexibility to cater for a variety of learning styles and school contexts. They are neither
prescriptive nor exhaustive.
The sample resources demonstrate:
 organisation and development of course content
 teaching and learning supporting the syllabus
 learning experiences that support achievement of the objectives described in the dimensions
 alignment between content, learning experiences and assessment.
Sample unit of work A
Unit focus: How can a retail business use social media to improve business profitability?
Context
Retail
Topic/s of study
Social Media
Underpinning
practices
Business Communication 
For example:
 preparation of different types of written communication
 preparation of types of spoken and multimodal communication
 research skills.
Suggested hours
30
Semester
3
150188
Business Technologies 
For example:
 selection, use, management and manipulation of technologies and
applications.
Dimensions and objectives
Knowing and
understanding
business
This dimension, Knowing and understanding business,
involves the retrieval, comprehension and the use of
information and skills associated with selected topics of
study and underpinning practices, to develop an
understanding of underlying business knowledge.
This dimension encompasses the ability to define,
describe, use and explain business terms, facts,
concepts, principles, processes and practices.
Explaining involves communicating a meaning with
clarity, precision and completeness and is enhanced by
the use of examples.
Technology application skills refer to the use of a variety
of technology skills that follow identified business policies
and procedures resulting in purposeful applications.
By the conclusion of the
course of study, students
should:
 define, describe and
use business terms,
facts and concepts
 explain business
principles, processes
and practices
 use technology
application skills for
a purpose.
Investigating
business
issues
This dimension, Investigating business issues, involves
exploring and dissecting business data and information to
identify and analyse business issues.
Information and data needs to be purposely selected,
sequenced and organised to allow an effective analysis of
business issues.
Business data and information needs to be interpreted to
identify and explicate relevant business issues.
Analysis refers to dissecting business data and
information to ascertain and examine constituent parts
and/or their relationships.
By the conclusion of the
course of study, students
should:
 select, sequence and
organise data and
information
 interpret business data
and information to
identify and explain
issues
 analyse data and
information relating to
business issues.
Evaluating
business
decisions
This dimension, Evaluating business decisions, involves
communicating and synthesising understandings gained
to make judgments about the performance of businesses.
This dimension involves drawing conclusions, making
decisions, providing recommendations to solve problems
and justifying solutions and/or actions.
Evaluating refers to assigning merit according to criteria.
Justifying refers to providing sound reasons or evidence
to support a statement. Soundness requires that the
reasoning is logical and, where appropriate, that the
premises are likely to be true.
Communication involves using mode, genre and
language conventions relevant to the business issue to
suit the identified audience and purpose. Language
conventions include effective use of paragraphing,
structure, vocabulary, grammar, spelling and punctuation.
Correct use of technical terms relevant to business
contexts and consistent use of accepted genres and
conventions of referencing and in-text citations are
essential.
By the conclusion of the
course of study, students
should:
 evaluate information
using criteria, to draw
conclusions, decisions
and recommendations
 justify conclusions,
decisions and
recommendations
 use mode, genre and
language conventions to
suit audiences and
purposes.
Business Communication and Technologies 2012
Sample unit of work A
Queensland Curriculum & Assessment Authority
February 2015
Page 2 of 4
Subject matter





Types and uses of social media in retail businesses
Traditional vs. social customers
Identifying customer needs and wants
Features of social media
Benefits and drawbacks of using social media in retail businesses, e.g. security issues and
management
 Marketing communication, e.g. influence of customers on product design, business profitability and
advertising.
Learning experiences

Research and summarise the different definitions of social media.

Using a variety of reference materials, investigate the different types of social media channels
and their uses in retail industries. Select and organise the information into a simple multimodal
presentation, e.g. podcast, vodcast, Microsoft PowerPoint presentation. Deliver your
presentation to the marketing department of an identified retail business for their consideration.

Identify and describe the various features (e.g. layout, content) of social media tools. Use an
appropriate visual organiser to represent the different features.

Using case studies, research and analyse how social media has affected the way people in the
retail industry discover, read and share news, information and content. Gather data on
customer use to support your analysis. Select, sequence and graphically organise your data
analysis using an appropriate software application to present to the marketing department of a
retail business for their consideration, e.g. Microsoft Excel.

Compare and contrast the similarities and differences between traditional and social customers.
Present findings in a comparative diagram or table using an appropriate software application,
e.g. Microsoft Word, Inspiration, Adobe Illustrator.

Using a retail business case study, examine the different ways customers need (and want) to
access information about the business’ products.

Examine the role of the customer as an ‘active agent’ in purchasing a product.

Using a retail social media site such as eBay, analyse how the customer can use social media
to influence a business’ profitability and guide the development and design of products.

Analyse a number of ‘group buying’ social media sites (e.g. Groupon, Cudo, Scoopon) to
examine how this form of advertising affects retail sale rates, retention of clients, profitability
and image. Tabulate and present the data and information using an appropriate software
application, e.g. Microsoft Word, Microsoft Excel. Using the analysis, prepare a fact sheet for
publication on the Australian Retailers’ Association website.

Select two different social media platforms (e.g. Twitter, Facebook, YouTube, virtual game
world, blog) and identify what information does and does not appear on the sites. Evaluate their
suitability for use in a retail business.

Gather research and analyse findings to debate and discuss the benefits and drawbacks of
using social media in businesses, e.g. security issues and management.

Prepare a booklet or brochure for new retail business owners, which describes the challenges
and opportunities that social media can present for a retail business.

Using invited guest speakers from retail businesses, analyse and evaluate the ways a business
could successfully integrate social media tools into their marketing strategies. Develop criteria
to judge the success. Using evidence, present the justified recommendations in a report.

Undertake a field trip to a retail business to observe how the business markets their products.
Design and implement a survey of customers to examine how they currently use social media
channels. Prepare a report for the business which provides justified recommendations for
improved use of social media channels.
Business Communication and Technologies 2012
Sample unit of work A
Queensland Curriculum & Assessment Authority
February 2015
Page 3 of 4
Possible assessment
Dimensions
Knowing and understanding business
Investigating business issues
Evaluating business decisions
Assessment
technique
Extended response
Assessment
conditions
Multimodal, 5–7 minutes
Assessment task
Using retail business case studies and social media research, analyse and
evaluate how retail businesses can effectively use social media to improve
productivity.
Based on this analysis and evaluation, create a podcast/vodcast training clip for
publication on a social media site. The podcast/vodcast should provide justified
recommendations and/or tips.  
Resources
 Definitions of social media and social media technologies, QUT
www.marketingcomm.qut.edu.au/digital-marketing/.
 Practical tips: Using social media for conversation and reflection, QUT
www.els.qut.edu.au/innovation/socialmedia/.
 Social media links from the Australian Government www.business.gov.au/business-topics/businessplanning/social-media/Pages/default.aspx.
 Kaplan, AM & Haenlein, M 2010, ‘Users of the world, unite! The challenges and opportunities of social
media’, Business Horizons vol. 53, no. 1, pp. 59–68:
 source www.sciencedirect.com/science/article/B6W45-4XFF2S01/2/600db1bd6e0c9903c744aaf34b0b12e1.
 doi 10.1016/j.bushor.2009.09.003 at www.doi.org
 ISSN 0007-6813
 PDF version www.michaelhaenlein.eu/Publications/Kaplan,%20Andreas%20%20Users%20of%20the%20world,%20unite.pdf.
 Keitzmann, JH, Hermkens, K, McCarthy, IP & Silvestre, BS 2011, “Social media? Get serious!
Understanding the functional building blocks of social media”, Business Horizons vol. 54 no. 3,
pp. 241–251:
 source www.sciencedirect.com/science/article/pii/S0007681311000061
 doi 10.1016/j.bushor.2011.01.005 at www.doi.org
 ISSN 0007-6813.
Business Communication and Technologies 2012
Sample unit of work A
Queensland Curriculum & Assessment Authority
February 2015
Page 4 of 4