Lesson Plan

Years 9 & 10 - Pathways

Learning Area Humanities - Economics and Business Capabilities
Critical and Creative Thinking
Ethical Intercultural Personal and Social
Cross Curriculum Priorities
Asia and Australia’s engagement with Asia

Syllabus / Stage Syllabus Topic, Lesson Title & Lesson Class Context
Lesson Number duration
Learning Area: Syllabus Topic: Promoting & 45 Private Anglican school- rural town
Humanities Selling Small class: 16 students
Syllabus: Commerce Lesson Title: Spotlight on
Marketing
Stage: 5
Lesson Number: 2
Year: 10
Overall Inquiry Question (for the Identify relationships and trends, and generate a range of alternatives for an economic
unit) or business issue or event, evaluating the potential costs and benefits of each
alternative

Specific Inquiry Question (for this What is an effective marketing campaign?

lesson):
Lesson Objectives & Rationale
Identify the ways marketing and
enterprising behaviours and
capabilities can be developed to
promote selling of goods and services
and achieve business objectives
Syllabus Outcomes Syllabus Content
A student:  Students investigate the
› applies consumer, financial, promotion and selling of goods
economic, business, legal, political and services
and employment concepts and
terminology in a variety of contexts  Students address social, ethical
COM5-1 and environmental
› analyses key factors affecting considerations
decisions COM5-4
› develops and implements plans
designed to achieve goals COM5-
6
› researches and assesses
information using a variety of
sources COM5-7
› explains information using a
variety of forms COM5-8
› works independently and
collaboratively to meet individual
and collective goals within
specified timeframes COM5-9

Prior Knowledge & Skills Risk Assessment Lesson Resources

Psychosocial: students' prior Computers
knowledge and exposure to these White board
Stage 4: COM4-1
issues varies widely, decisions about Internet Access
uses appropriate terminology in
appropriateness of exercises should be Quizizz
consumer, financial, economic, business, based on their educational and social Canva
legal, political and employment contexts context.

ICT Skills
Literacy & Numeracy Skills
Critical Thinking
Student Time Teaching Content & Learning Teaching Class Assessment
Learning Guide Experiences Strategies & Organisation Strategies
Indicators Quality Teaching
Elements
Introduction (Engagement)

Students will 5 Welcome time. Connect with NSW QT: Social Whole class Diagnostic
gain an students by showing interest Support interactive assessment
understanding in their weekend activities. discussion/activity
of this unit’s Differentiation
learning goals Introduction of Selling & strategy: visual
and objectives learners
Promoting and
Entrepreneurship topic areas
as the next term inquiry topic.
On the whiteboard unit
objective is displayed &
addressed, key words
highlighted in red (what
students will need to know)
and blue (what students will
need to be able to do)
colours. Teacher goes over
knowledge and skills to be
expected of students at the
end of the unit.

Body

15 Brief review of previous The links Whole class Diagnostic

Students will learning (from stage 4) between Teacher assessment
reinforce prior Starting with marketing previous facilitated
learning and objectives in a form of a learning subject interactive
connect real- survey (utilising Quizizz). This areas assist in discussion
world public activity is to get some effective
dilemmas and understanding about where scaffolding and
personal students currently are. There deepening of
experiences is no right or wrong answer in understanding
as a context this activity. as well as
for applying making
further The goal of this activity is to meaningful
knowledge explore the generally held connections
perceptions of marketing. between
When class has finished, they concepts.
compare their perceptions.

Use this scale for answers: A =

Definitely true
B = Somewhat true
C = Could be true or false D =
Somewhat false E = Definitely false

1. Marketing is simply
another word for
advertising.
2. The main goal of
marketing is to
maximise the number
of customers.
Student Time Teaching Content & Learning Teaching Class Assessment
Learning Guide Experiences Strategies & Organisation Strategies
Indicators Quality Teaching
Elements

3. People who are

successful in
marketing are really
creative and outgoing
– but are not that ICT to compile
good with numbers and analyse the
and statistics. data efficiently
4. Marketers do not
usually end up as
CEOs. Most CEOs
have a finance,
engineering or legal
background.
5. People in marketing
roles tend to have
little interaction with
staff from other
departments
(functions) within a
firm.
6. The main goal of
advertising is to make
the product sound as
attractive as possible.
7. A response rate of
less than 5% for a
direct mail campaign
will lose money for a
firm.
8. Marketing tasks are
fairly simple,
particularly compared
to complex and
serious
roles/functions like
finance and
engineering.

As a class discuss your

responses, post notes, ideas
and collaboratively define
the term ‘marketing’ on
Padlet.

15 Video summary - Scaffolding Individual and Formative

collaborative work Assessment
Students will Students watch one of these Worked
Ted Talks/articles related to example followed by
gain some explicit teaching/
marketing marketing, make individual Check for
worked example
knowledge to summary notes of the main understanding
expand their points of the selected video
on Google docs. On the top Google docs
understanding allows teachers
and right corner select share and students to
perspective among students who selected work
the same article/video. collaboratively at
Student Time Teaching Content & Learning Teaching Class Assessment
Learning Guide Experiences Strategies & Organisation Strategies
Indicators Quality Teaching
Elements

Students write summaries the same time.

Groups create share in class
infographic of their findings: Use the
1. a) “suggesting”
https://blog.hubspot.c feature to
om/marketing/marketi communicate
ng-plan-template- ideas and discuss
progress.
generator
2. b)
https://www.ted.com/t Google docs
allows easier
alks/josh_luber_why_ sharing and
sneakers_a access.
re_a_great_investme
nt Padlet or Canva
3. c)
http://www.startupsm
art.com.au/sponsored
/articles/thr
eemarketinglessons/

15 Written Task: Product ALARM matrix Teacher splits a Formative

Students will analysis. Teacher provides an Teacher moves class into 4 assessment
further illustration of products (3-4 from group to groups of 4.
develop skills pictures) Make a video pitch group observing Start in class,
& of a new product. Please go interaction and continue
understanding to proving informal working during
by applying https://blueoceancompetition. feedback next lesson.
their concept org/2022-winners/ to get
knowledge some ideas. Students are
expected to address the
following question in their
written short essays pitch:
1. Target audience
2. Define the term
‘market research’.
Distinguish between
the terms
‘primary research’ and
‘secondary research’.
3. Ideas how to market
this product and why?

Roblyer & Doering. (2013) Chapter 12 of Integrating Educational Technology into Teaching,
Sixth Edition, TEACHING AND LEARNING WITH TECHNOLOGY

Summative Assessment