Syllabus: AQA - AS and A Level Business
Module: 3.9 Strategic Methods: How to Pursue Strategies (A-level Only)
Lesson: 3.9.4 Assessing Greater Use of Digital Technology

Introduction

This article supports the AQA A-level Business specification — specifically section 3.9.4: Assessing Greater Use of Digital Technology, part of the broader unit on Strategic Methods. As students explore how digital transformation impacts strategic decision-making, teachers are encouraged to bridge this content with both current industry practice and workplace relevance.

This unit builds directly on students’ earlier understanding of operational, marketing, and financial management. It supports Gatsby Benchmarks 4 and 5 by linking curriculum content to real careers and employer activity, making it especially valuable for careers leads, business teachers, and SLT overseeing whole-school careers provision.

Key Concepts

Aligned with the AQA A-level syllabus, students are expected to:

• Understand pressures driving the adoption of digital technology (e.g., competitive pressure, efficiency needs, customer expectations).

• Analyse the types of digital technologies impacting business strategy:

  • Automation in manufacturing and service delivery.

  • E-commerce for direct-to-consumer models.

  • Big data and data mining to inform strategic decisions.

• Evaluate the value and implications of adopting digital technology:

  • Improved efficiency and decision-making.

  • Challenges like high implementation costs, staff training needs, and potential job losses.

• Consider the strategic risks associated with technology (e.g., data security, overdependence, obsolescence).

These outcomes map directly to commercial awareness and decision-making — two core themes in the Enterprise Skills Framework.

Real-World Relevance

Digital transformation is reshaping entire sectors. Embedding this into lessons helps students link theory to live business contexts. Examples include:

• Amazon’s use of AI and automation in warehousing and logistics, optimising fulfilment times while reducing manual labour.

• Tesco’s big data analytics for customer segmentation, pricing strategies, and stock optimisation.

• Netflix’s algorithm-driven content creation—mining viewing data to greenlight new productions.

• SMEs such as Bloom & Wild adopting predictive inventory tools to reduce waste and improve profitability.

These examples allow students to explore not just the benefits, but the trade-offs and strategic complexity of digital adoption.

How It’s Assessed

In the AQA A-level Business exam, this topic typically appears in Paper 3, which focuses on business strategy and uses case study-based questions. Assessment styles include:

• Short-answer knowledge checks (e.g. define big data).

• Data response questions, often requiring interpretation of performance or financial data linked to technology use.

• 20-mark evaluative questions, where students must assess whether greater use of digital technology is appropriate for a given business.

Command words include:

• “Assess” – weigh up benefits and drawbacks.

• “Evaluate” – make a judgement supported by evidence.

• “Analyse” – break down and interpret causes and effects.

Assessment objectives (AOs) focus on application (AO2), analysis (AO3), and evaluation (AO4) — meaning students must go beyond description.

Enterprise Skills Integration

Digital technology assessment links directly to the following Enterprise Skills themes:

• Commercial Awareness: Understanding how digital tools impact cost structures, efficiency, and customer engagement.

• Decision-Making & Problem-Solving: Evaluating risks and rewards of investment in technology using techniques like cost-benefit analysis or investment appraisal.

• Workplace Readiness: Awareness of how digital tools are reshaping job roles, organisational structures, and required skills in sectors from retail to finance.

These are not just curriculum-aligned; they are career-aligned, preparing students to thrive in modern, tech-enabled workplaces.

Careers Links

This lesson strongly supports Gatsby Benchmark 4 by linking classroom learning to how organisations operate in the real world. It also touches Gatsby 5 through:

• Case studies of real employers (e.g. Amazon, Ocado, or Monzo).

• Employer challenge activities in Skills Hub Futures, which allow students to simulate tech-led decisions in business.

Relevant careers and sectors:

• Business analyst

• Digital transformation consultant

• E-commerce strategist

• Data analyst

• IT project manager

For Careers Leads and SLT, this topic offers an opportunity to connect classroom learning with:

• Labour market intelligence (LMI)

• Emerging tech sector roles

• Apprenticeship opportunities in digital business functions

Teaching Notes

Tips for delivery:

• Use case study starters like Amazon’s fulfilment centres or Monzo’s app-based customer service to spark discussion.

• Run a mini-debate: “Does technology create more problems than it solves?” to build critical evaluation.

• Set up investment appraisal tasks comparing traditional vs digital strategies (e.g., in retail or hospitality).

• Integrate active learning techniques proven to enhance engagement, such as simulation tasks or role-play boardroom decisions.

Common pitfalls:

• Students confuse digital marketing with strategic digital transformation.

• Over-focus on benefits without addressing strategic costs or organisational resistance.

Extension ideas:

• Compare different sectors (e.g., logistics vs healthcare) and how digital transformation plays out uniquely in each.

• Research local businesses or SMEs adopting digital tech and analyse strategy success/failure.