9-Box Office

Unit 2 Box Office

Sessions 12

Description This unit involves putting together an automatic ticketing and production system for the school theatre.During the unit pupils work, in groups, on four subtasks. 1 - Development of the financial model.2- Developing seat booking procedure & ticket production link to 13 - Explore automated control of the car park barrier,4 - Marketing strategy making use of a parent database. The final product is a summary report of the four subtasks. This report or user guide is intended for the teacher in charge of productions. There are opportunities for formative and summative assessments.

Learning Objectives

Represent simple design specifications as diagrams. Develop and test ICT-based models of theatre bookings by changing variables and rules.

Draw and explain conclusions (e.g. ‘break even is when… ’); Review & modify ICT models to improve accuracy and extend scope.

Develop and test a system to monitor and control events by: using sensors effectively; developing, testing and refining efficient sequences of instructions; Understand how control and monitoring affects commercial process.

Understand how data collection & storage are automated in commerce; impact of electronic databases on commercial practice and society; potential misuse of personal data.

Recognise how different media and presentation techniques convey similar content in ways that have different impacts. Understand that an effective presentation or publication will address audience

expectations and needs. Devise criteria to evaluate effectiveness of own and others’ publications and

presentations, and use criteria to make refinements. Use a range of ICT tools efficiently to combine, refine and present information by:

structuring a publication or presentation (e.g. using document styles, templates, timelines, navigational structures in web media).

Expectations

All pupilsLevel 4

Finance: Develop a given model by adding extra data. Model is developed by the addition of total profit and straightforward lines of enquiry are used to find the profit made. Beginning to explore patterns and relationships by undertaking the question posed by the teacher, but needs to explore further patterns and relationships to answer the question and further understand their model.

Seat Booking: Develop a system that shows when seats are booked and allows for tickets to be printed

Control: Refine the instructions to meet the criteria. Control in a predetermined manner, use sensors to sense physical data.

Marketing 1 - database: Combine information from different sources – own and the data file. Refine and show awareness of intended purpose and audience. Amend data.

Marketing 2 – develop a logo, leaflets, websites: Combine information from range of sources. Refine after analysing conventions re audience. Combine and resize images and Word Art for logo. Refine logo for different size documents.

Most pupils Finance: Select appropriate information, develop the structure to make the

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9-Box Office

Level 5:

model fit for purpose. Use the model to ask a range of questions about breakeven point for productions and link seat booking data into model.

Seat Booking: Develop a system that extracts statistics from seat bookings and links shows when seats are booked and allows for tickets to be printed with seat information

Control: Refine to ensure fit for purpose. Precision in producing instructions – takes account of one-off events, uses combination of decision boxes to monitor within a specified range. Understand how sensors are used to monitor and measure external events.

Marketing 1 – database: Create the structure to meet a given purpose – fitness for purpose. Organise in a form suitable for processing. Formats the fields. The design allows for a data collection form and printed record.

Marketing 2 – leaflets, websites: Develop logo and refine for web site – fit for purpose. Critically evaluate logo. Choice of ICT solution re web site, and justify decision. Clear links and navigation routes taking account of purpose and audience. Combining ICT tools. Critically evaluate structure, content and style as work progresses.

Feasibility Report/User Guide: Demonstrate features above and reflect critically, test and amend.

Some pupils Level 6

Finance: Uses web query and break-even point to show efficiency. Greater complexity of information is taken into account in solving the problem, using integration of software features. Make predictions.

Control: Deal with a complex solution, understanding testing and thus developing and refining the sequence of instructions. Recognise that two systems relate to same variable. Clear reason for integration and efficiency.

Marketing 1 – database: Demonstrate efficient use of software facilities and software tools – integration of csv file and logo. Produce an integrated system that includes data capture, invoice and recording all in one. Sense of audience in developing data file to produce invoice.

Marketing 2 – leaflets, website: Brochure. Pupil combines ICT tools. Evaluate during progress to ensure fit for purpose – change to black and white. Choice of structure is amended and refined to link to specific audience. Integration of ICT tools, and efficient use of data file to provide solution more appropriate for audience. Images refined and chosen to demonstrate clear sense of audience.

Feasibility Report/User Guide: As well as reflecting critically, and showing that they can test and amend their report there also needs to be a report that involves the end user in a dialogue such that proposals for improvement to the original proposal are present.

Vocabulary System life cycle, forecast, feasible, financial model, flyer, modify, efficiency, monitor, sensor, live data, Data Protection Act, documentation, hacking, Automated process, input, process, output, mailmerge

Numeracy Ample opportunities to strengthen understanding of formulae and use of number in a money context. Also interpreting data and predicting future patterns. The school numeracy guidelines related to this should be consulted for weaker students.

Skills Assumed Use of spreadsheet software for basic formulae and possibly more advanced

tools Use of communication software, presentation, word processing, DTP & web

design Use of control software – in middle school

Taught in this unitSt Peter’s School – ICT Unit Overview

9-Box Office

Collecting and analysing data from a scenario where basic data to start a model is provided

Using and extending use of formulae in a spreadsheet; Changing the data and rules in a model to reflect changes to the scenario; Use of control software to change behaviour of a given model; Choosing and using software to communicate marketing material, justifying

the choices made; Creation and/or modification of a database. Linking of database and word processed solutions in a mailmerge Linking of booking system and financial model such that changes in one are

reflected in the other

Assessment Activity

This unit requires 4 final products and a user guide or report: A spreadsheet showing financial feasibility; A control solution using Flowol; A merged marketing document using a database; A marketing document (website ad etc); A final report stating what they have managed to achieve and their evaluation

of their own performance. For higher levels there is expected to be a user guide that explains how the

solution works to the teacher in charge.The ability of those in the group will affect the depth of the tasks tackled but there should be solution for each part (2 marketing solutions may be seen together). This can be carried out in small groups but the teacher must make sure that they can assess the work of the individual – i.e. individual assessment sheets and write-ups around the same group solution.

Teacher’s PLEASE NOTE – It is the responsibility of the teacher to adapt the materials to suit the level of the students in their teaching group. Staff must make sure that they maintain a sense of challenge and creativity whilst still making it possible for student’s to achieve.

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9-Box Office

Lesson outlines

Lesson 1 Planning the Project

1. Starter: System Life Cycle2. Statement of the problem

3. Documentation (Identify and Analyse Sections)

4. Putting together a logo (or lesson 6)

5. Plenary: Success criteria

Homework: Success criteria

Lesson 2 Implementing the Financial Plan

1. Starter: Progress and next steps2. Finance and seating

3. Project write-up

4. Plenary: Ticket Prices

Homework: Continue write-up

Lesson 3 Implementing the Seating Plan

1. Starter: Replicating cells2. Demonstration (starter 1)

3. Finance and seating

4. Project write-up

5. Plenary: Ticket prices

Homework: Evaluate plans and write up sections of project

Lesson 4 Refining the Financial and Seating Plan

1. Starter: Creating a chess board2. Linking seating and finance plans

3. Project write-up

4. Plenary: Reviewing the models

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9-Box Office

Homework: Further write-up and collect examples of tickets.

Lesson 5 Further Refinements and User Documentation

1. Starter: Suitable information

2. Implementation 3. Plenary: Information needs

Homework: Plan two designs for tickets

Lesson 6 Creating Tickets and Logos

1. Starter: Common forms and conventions - logos2. Creating a logo

3. Setting up tickets – can be linked to data merge

4. Plenary: Review

Homework: Update documentation

Lesson 7 Publicity for the Production

1. Starter: Considering appropriate styles for audiences2. Design publicity materials

3. Making use of mailmerge facilities (higher groups)

4. Plenary: Do's and don'ts for presenting documentation

Homework: Update documentation

Lesson 8-12 should be adapted to allow lower ability students to enter and amend data in a database, whereas higher ability students need to design fields, set and create the database. This should then be used for a mailmerge. User Guide activities will be aimed at higher ability groups for completion of tasks.

Lesson 8 Preparing a Database

1. Starter: What is a database2. Entering data

3. What will our database require?

4. Creating the data entry form

5. Plenary: Success criteria

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9-Box Office

Homework: What data is stored about you?

Lesson 9 Setting up and entering data

1. Starter: What makes a good database (coding etc)?2. Setting up the structure

3. Entering initial data

4. Plenary: Systems life cycle review

Lessons 10, 11 & 12 Completing Project Documentation

1. Starter: Success criteria2. Completing documentation (any aspect of evidence)

3. Plenary: Reflect on the process of completing a project

Homework: Complete documentation

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