TERM/WEEKS: Term 2, Week 5

YEAR LEVEL: 11 ATAR

LEARNING AREA/TOPIC: BUSINESS & ENTERPRISE
FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative thinking Ethical Behaviour Personal and social Intercultural Understanding
Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: Students will need individual access to either computer, laptop or iPad each lesson. For lesson three, the class will require four
iPads (or enough for one iPad per group).

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)
 Year 11 ATAR 1. Students can explain the Diagnostic Prior to commencing Powtoon of lesson
5/1 Business importance of a marketing mix. assessment during  Powtoon highlighting objectives of ‘Marketing Mix’ objectives.
Management and Answer Garden according to the WA Curriculum – upload this to https://www.powtoon.com
Enterprise  Unit 2. Students are able to define each questioning to Google Class for students to refer back to
one: Management of the ‘4Ps’ of the Marketing Mix assess Intro clip explaining
 Marketing  (Price, Place, Product and understanding of Introduction: marketing mix.
Marketing Mix Promotion) and provide an marketing mix. https://www.youtube.com/
 Have students watch YouTube clip “What is the
example of each. watch?v=Mco8vBAwOmA
Formative marketing mix?” Prior to starting the clip, instruct
3. Students can analyse the 4Ps assessment of students to record and/or add to peers’ notes on class’s Primary Pad –
within advertising and marketing student’s Primary Pad (collaborative note taking platform). collaborative tool used for
messaging. presentation on their note taking.
assigned element Body: https://primarypad.com/
based on the  Ask a series of questions (approx. five) about key
requirements of: concepts of the marketing mix discussed in the YouTube Answer Garden – visual
definition, what it clip and have students answer via Answer Garden. response tool
includes, and https://answergarden.ch/66
Clarify any areas where class is unsure.
examples. 1777
 Divide students into four groups and assign each group
Formative Popplet used for element
assessment of one of the 4 P’s of marketing (Price, Place, Promotion, brainstorm
student’s confidence Product) and task them to research and brainstorm their https://popplet.com/
in their knowledge ‘P’ using Popplet. Their brainstorm should include: a
of the 4Ps through definition, what it includes, and examples of it in use. Plickers used for
use of Plickers. assessment of confidence.
 Each group will then present their ‘P’ findings to the https://www.plickers.com/
class, with their Popplet projected onto the board. When
not presenting, students should take notes of the other
Homework ICT
teams’ presentations on Primary Pad. components:
Conclusion: QR Code maker for
 Following informal presentations, ask class how random allocation of
confident they are in their knowledge of each of the 4P’s adverts https://www.qr-
by asking them to raise their (anonymous) Plickers card code-generator.com/
and record response.
QR Code reader (students
 Homework: as students leave, they are to scan one of need to have this
four QR codes posted near the door. This QR code will downloaded).
https://itunes.apple.com/au/
take them to an advert. After watching the advert, and
app/qr-reader-for-
with reference to the class’ Primary Pad notes they are iphone/id368494609?mt=8
to record and submit through Google Classroom a 30
second video of themselves explaining which of the 4P’s Adverts:
the advert was most aligned with and why. McDonalds
https://www.youtube.com/
watch?v=gBnQ44_tq4s
Bunnings
https://www.youtube.com/
watch?v=eErqiTOarG0
Apple
https://www.youtube.com/
watch?v=sQB2NjhJHvY
Telstra
https://www.youtube.com/
watch?v=6zGytq7ckS8

Google Classroom for

video submission
https://edu.google.com/k-
12-
solutions/classroom/?moda
l_active=none
5/2 Year 11 ATAR 1. Students can identify and Diagnostic Intro: Student voting system:
Business describe the aspects (according to assessment of  Using the projector, show students the advert from the https://www.menti.com/
Management and the curriculum) of each of the students first QR code. Ask students to vote, using Menti which
Enterprise  Unit 4Ps. understanding of the of the 4P’s they think was most evident in the advert Random List Generator for
one: Management aspect of 4Ps task allocations
messaging and discuss results with the class.
 Marketing  2. Students can use examples to through depth of https://www.randomlists.co
Marketing Mix accurately explain these aspects. understanding and m/team-
thinking presented  Show the student submitted results for this advert. generator?items=Jo,Cam,C
3. Students can apply integral through Popplet. ourt,Charlie,Seb,Abbey,Me
components of an advertising  Repeat process for the remaining adverts. gan,Tayla,Alix,Nick,Tom,
message to their Instagram ad. Formative Lauren&grp=4
assessment of Body:
students knowledge  Based on Plicker response from previous lesson, teacher Poppet for brainstorming
of integral to clarify any areas of confusion. task https://popplet.com/
advertising
components through  Using an online random list generator, allocate an Canva used as online
the student’s ‘aspect’ of each 4P element (as derived from the designing tool for
inclusion of curriculum) to each student and have them research Instagram advert creation
headline/slogan, canva.com
what this aspect is, how it fits into the marketing mix,
persuasive text,
short messages, and an example of it, students should use Popplet Google Classroom used by
engaging aesthetics, (individually) to record their thoughts. students to submit advert
a call-to-action in https://edu.google.com/k-
Instagram ad. Conclusion: 12-
 Task students to create an Instagram advert using solutions/classroom/?moda
Canva.com, promoting the aspect of the Marketing Mix l_active=none
which they have been exploring during class. The advert
must include the name of the aspect, what it is, and how
you could ‘use’ it. Students to upload their adverts to
Google Classroom, and review other student’s posts.
Post quality examples to Google Classroom for student
reference.
5/3 Year 11 ATAR 1. Students can work cooperatively Formative Intro: Students to review peers’
Business and collaboratively in groups on assessment through  Give students five minutes to review peer’s adverts on work on Google Classroom
Management and a tight schedule. Kahoot Quiz to Google Classroom. https://edu.google.com/k-
Enterprise  Unit assess 12-
one: Management 2. Students can express their understanding of  Facilitate Kahoot Quiz testing knowledge of each aspect solutions/classroom/?moda
 Marketing  understanding of theories in a marketing mix. l_active=none
of the Marketing Mix. Kahoot Quiz questions to be
Marketing Mix creative manner and understand
concepts of entertaining and Summative based on student’s advert submissions. Clarify any issue Kahoot revision quiz
informative advertising. assessment of areas. https://kahoot.com/
finished Stop
Motion animation, Body: Four iPads with the below
based upon  Randomly allocate groups and task students to use iPads app uploaded to each - note
alignment with an to create a short advert using Stop Motion Studio, of a this app is Family Sharing
aspect(s) of the product of their choosing. The advert must address one compatible.
marketing mix, element of the marketing mix, and explore one or two
creativity and Stop Motion iPad app
aspects of that element (which is to be allocated by
engagement of https://itunes.apple.com/au/
messaging and teacher). app/stop-motion-
inclusion of studio/id441651297?mt=8
traditional Conclusion:
advertising  Students to watch peers’ work on projector as a class.
concepts.
 Following informal presentations, ask class how
confident they are in their knowledge of each of the 4P’s
by asking them to raise their (anonymous) Plickers card
and record response. Compare to response from first
lesson.