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365760365760Teaching Business Management AEG5202 Assessment Task 3 – Unit of WorkBevan Nicholson – S4526446. .Teaching Business Management AEG5202 Assessment Task 3 – Unit of WorkBevan Nicholson – S4526446. .TABLE OF CONTENTS TOC \o "1-3" TABLE OF CONTENTS PAGEREF _Toc306024632 \h 2SECTION A - UNIT OF WORK OUTLINE PAGEREF _Toc306024633 \h 3INDIVIDUAL LESSON SEQUENCE BREAKDOWN PAGEREF _Toc306024634 \h 6SECTION B – LESSON PLANS & SAC ASSESSMENT TASK PAGEREF _Toc306024635 \h 17Lesson 1 - Market Research PAGEREF _Toc306024636 \h 18Lesson 2 - Marketing Strategy / Plan PAGEREF _Toc306024644 \h 29Lesson 3 - The Marketing Mix - Product PAGEREF _Toc306024652 \h 38Lesson 4 - The Marketing Mix - Price, Place, Promotion PAGEREF _Toc306024659 \h 44YEAR 11 BUSINESS MANAGEMENT – ASSESSMENT TASK PAGEREF _Toc306024666 \h 53REFERENCES PAGEREF _Toc306024667 \h 60APPENDICIES – (submitted as separate documents in VU Collaborate) PAGEREF _Toc306024668 \h 61SECTION A - UNIT OF WORK OUTLINEBASIS & SUBJECTVictorian Curriculum and Assessment Authority 2009 (updated 2014), Victorian Certificate of Education Study Design, Business Management 2010-2016.UNIT Unit 2 – Communication and ManagementUNIT FOCUS This unit focuses on the importance of effective communication in achieving business objectives. Students investigate communication both internal and external to the business. They develop knowledge of aspects of business communication and are introduced to skills related to its effective use in different contexts. The vital functions of marketing and public relations are considered, with students developing an understanding of the important role these functions play in the ultimate success of a business. AREA OF STUDY - TOPICArea of Study 2 – Managing the Marketing FunctionAREA OF STUDY FOCUS This area of study involves an examination of the planning used by management to position its products and services in the marketplace. Students consider the fundamental aspects of communication covered in area of study 1 in the context of the marketing function. Students learn the essential characteristics of effective marketing and apply selected market research methods to the business environment. Also, issues in marketing will be analysed, including the role of technology, in the global business context and in the context of ethical and socially responsible management and legal requirements. ?OUTCOMEOutcome 2 - On completion of this unit the student should be able to analyse effective marketing strategies and processes and apply these strategies and processes to business-related situations. ?To achieve this outcome the student will draw on key knowledge and key skills outlined in area of study 2. ?KEY KNOWLEDGEThis knowledge includes? the marketing function and its relationship to business objectives and business strategy;? market research processes, including information needs, data collection tools and techniques,analysis and interpretation;? market attributes, including market dimensions, segments, consumer trends and behaviour;? key elements of a marketing plan:establishing objectivesmarket descriptionthe marketing mix (product, price, place and promotion) and related strategies;product life cycle: innovation, introduction, growth, maturity, decline and extension strategiessuch as exporting and diversifying;?? relevant performance indicators to evaluate effective marketing strategies;? issues in marketing, including the role of technology, in the global business context and in thecontext of ethical and socially responsible management and legal requirementsKEY SKILLS: These skills include the ability to ?accurately use relevant management terms; ?acquire and exchange business information and ideas; ?analyse business information and data; ?research aspects of marketing using print and online sources; ?apply knowledge of marketing strategies to practical and/or simulated business situations; ?analyse issues related to marketing. ?NOTE: Area of Study Focus and Key Knowledge of Outcomes relating to this assessment task and the 4 lesson unit of work are specifically highlighted in Yellow above.YEAR LEVEL Year 11LEARNING INTENTION To enable students to develop the key knowledge areas in Outcome 2 and in doing so demonstrate use of the key skills in this area as highlighted aboveTIME ALLOCATION: Time allocation for the 4 Lesson Unit of work selected here is 8 * 50minute sessions run as 3 double sessions and 1 Single session, with a final single session for SAC Assessment Task at end of unit.ACTIVITIES/ RESOURCES – Full detail of learning activities and resources are contained in individual lesson plans and appendices. For the purposes of Section A of the assignment and presentation a summary of these activities and resources have been extracted into the table commencing page 5. In addition to the resources listed in each lesson students are given a workbook containing a version of the Teacher Presentation Slides (listed in the Appendices). This workbook will have details from several slides per lesson omitted requiring students to write in the additional details during the content delivery section of each lesson. This teaching strategy and approach aims at helping to increase student knowledge retention through more traditional read/write methods.TEACHING STRATEGY OVERVIEW FOR UNIT:In keeping with my teaching philosophy, the teaching style used in delivery of this unit focuses on collaborative learning where the classroom is filled with discussion, movement and activity (Barkley, E. F., K. P. Cross, and C. H. Major. 2005). In the delivery of content, students participate and lead discussions, with the central theme of many of the activities being business simulations or product points that the students either use and can relate to, or come up with themselves. By having the students focus on content, development of own products & questions to give relevance and by providing constant feedback this incorporates the principles of effective learning (Harden & Laidlaw, Jan 2013). In addition activities use the principles of scaffolding, gradually allowing the students to build their understanding of key knowledge by developing their ideas and knowledge commenced in a previous activity, building as we head to the end of the lesson where this knowledge is then reviewed becoming part of formative assessment.As Business Management is a heavily intensive English language subject, my teaching strategy works to enhance the understanding of key knowledge areas by the use of Fleming’s VARK model to appeal to different learning styles. This is evident in several lessons where students have the opportunity to draw, to listen, observe, to discuss and debate and to get up and actively participate in the conduct of the lesson as well as the incorporation of more traditional worksheets and read/write activities. The use of this teaching strategy adds variety to the classroom to remove the reliance upon me as the teacher, and place me more in the role of a facilitator of their learning.UNIT ASSESSMENT STRATEGY:Assessment strategy for this unit comprises informal formative assessment tasks and a Summative assessment task performed at the conclusion of the unit. SpecificallyItems of Formative Assessment: Formative assessment has been performed in both a formal and informal manner during the course of this unit. The purpose to understand what students have learned and provide both the students and myself with feedback on this learning and incorporating that understanding into future lessons and direction (Torrance & Pryor, 1998). Specific items of formative assessment are detailed in the individual lesson sequence breakdown and within each lesson in Section B and include;Class Worksheets – marked and returned for discussionParticipation in Group feedback activities – including class discussions and Millionaire GameQuick Write Activity – knowledge prior to topic and post delivery of topicPresentation of Think/Pair/ Share activities Key items of Formative assessment are also recorded in teacher diary as “Coursework”. This acts as a record of work performed by students to document key tasks achieved and also as a point of follow up for those students who do not complete work in class, and provided a point of feedback and follow up.Summative Assessment: At the conclusion of this unit of work a formal SAC was set as summative assessment. SAC conditions were that of a “Test” under the VCAA Study Design approved Assessment Tasks and as such was stipulated as a closed book assessment. The assessment covered the full unit of work delivered for Unit 2 Area of study 2, incorporating the 4 lessons set out for this VU Assessment task. Students were given 50 minutes for the SAC including 5 minutes of reading time. The SAC incorporated a Case Study based on the Student Excursion to Eureka SkyDeck (conducted later in the unit) and knowledge-based questions comprising a total of 30 marks. Marking would be performed using suggested solutions contained as Appendix 13 in this submission.INDIVIDUAL LESSON SEQUENCE BREAKDOWNLesson No./ Topic/ Time AllocationLearning Intention/Essential QuestionsKey Knowledge (VCAA)Learning Activities/DetailRequired ResourcesTeaching Strategy1 – Market Research (Area 1 of Marketing Process)Double Session (2 * 50 Min)What 4 steps make up the Marketing Process?Why is Market Research critical in today’s business environment?What forms of Market Research exist & how can we use this as a tool for business?Key knowledgeMarket research processes, including information needs, data collection tools and techniques, ?analysis and interpretationKey SkillsUse of Business Related TerminologyAcquire and exchange business information and ideasResearch aspects of marketing using online sources.Apply knowledge of marketing strategies to practical and/or simulated business situations; ?Activity 1 – Focus Group Simulation. Class based activity using 2 groups replicating focus groups. Use of students to record teams answers to increase engagement. Verbal, Kinesthetic & Read/Write activity. Application of Primary Data Collection technique.Activity 2 – General Knowledge Survey. Second form of Primary Data collection tool. Individual Read/Write activity demonstrating application and shortcomings of data technique.Activity 3 – Designing Survey Questions. Students apply learning of open v closed question techniques in building their own survey. Group work highlighting collaboration and higher order thinking in question designActivity 4- Market Research worksheet. Review worksheet covering areas of theory from earlier in the class. Worksheet collected and used as Individual Formative AssessmentActivity 5 – Survey Completion. Students use Google Forms to complete the survey they designed and watch as data is populated onto the screen. Key to activity is highlighting completion and responses from students designed questions and promote engagement.Activity 6 – Data Analysis Worksheet. Students actively interpreting their own data from survey results to show its power as information. Collaborative class discussion on results and why.Teacher PowerPoint Slides – Appendix 1Whiteboard MarkerProduct (Home Brand Chips)Teacher as facilitator of focus groupGeneral knowledge survey worksheetAppendix 2Question Design – Energy Drink Survey sheet – Appendix 3Market Research Summary Questions Worksheet – Appendix 4Student LaptopsInternet AccessGoogle forms sitepcsscyr11busman.Student LaptopsEnergy Drink Survey Data Analysis Worksheet – Appendix 5Saved Google Forms Results spreadsheet Shared DriveTeaching strategies used in this lesson focus on Collaborative learning where students have time to focus on the theoretical content and understanding individually, before participating in open group discussions and challenging questions to look at the differences in research techniques, advantages and shortcomings. Students then apply their knowledge in designing, building and sharing their own research questions that culminate in a complete group survey. A modification of I do, you do, we do collaboration, scaffolding at each stepLesson also incorporates ICT, specifically the use of SAMR principles of ICT highlighting Modification in use of Google Forms as the tool for students to design their survey.Formative assessment task to determine the level of understanding of the Market Research key knowledge areas from theory presentation, individual and group activity. Feedback to be incorporated into review of prior knowledge in next lesson.2 – Marketing Strategy / Plan(Area 2 of Marketing Process)Double Session (2 * 50 Min)What is a marketing strategy/plan?What key questions do we need to answer in putting one together?SWOT (Acronym)How do we set objectives?Key elements of a marketing plan:Establishing objectives Market descriptionKey skillsUse of Business Related TerminologyAcquire and exchange business information and ideasResearch aspects of marketing using print and online sources.Apply knowledge of marketing strategies to practical and/or simulated business situations; ?Activity 1 – Prior knowledge/ Formative Feedback discussion on Marketing Research Worksheet. Class participation in review.Activity 2 – Quick Write on topic Marketing Strategy. Individual write activity. Quick write collected up and handed back for completion at commencement of next lesson.Activity 3 – Individual brainstorm PTV SWOT Analysis. Students’ ability to apply theoretical content delivered to a practical business situation. To assist in student engagement and facilitate contributions from throughout class IcyPole sticks with students’ names used to call students to participate in brainstorm.Activity 4 – SWOT analysis Group Activity. Class broken out into 4 groups and given 1 product each (KFC, Beats Headphones, Converse, Foxtel). Groups then given 1 A3 Sheet and asked to write their product in the middle & rule up the SWOT grid as per overhead slides. Groups then complete the first of the 4 elements of SWOT (Strengths) for their product. Groups then pass their paper to next group for them to continue second element of SWOT (Weaknesses) on new product. Activity continues to pass around until group gets original product sheet back with all elements of SWOT completed. Activity 5 – Revisit product SWOT and set Marketing Strategy objectives and tactical plans on how to get there. Students aim to complete 1 objective and 2 tactical plans to deliver that objectiveActivity 6 – Coke Marketing Strategy/Plan in application. Collaborative application of knowledge of lesson in a think/ pair / share activity as students watch an example of Coke marketing and then complete the 3 elements demonstrated in the video, that they themselves have just completed for their product.Where are Coke now – SWOT?What is their objective?How are they going to get there?Do you think they were successful?Teacher PowerPoint Slides – Appendix 6Market Research Summary Questions worksheet – Appendix 4A4 Paper / PensWhiteboard markersIcy Pole Name SticksA3 Sheet PaperSharpie MarkersProducts (on cut out paper)Additional A4 PaperInternet AccessYouTube Video assessment used to give feedback to students but rather than teacher lead, assessment delivered as class lead to have students share their answers.A Quick/Write is used as an individual thought stimulation tool at this point where students write down all they currently know on topic. This teaching strategy is a purposeful tool to evaluate prior knowledge before commencing topic and help target lesson structure and focus. Formative teacher feedback prior to lesson commencement. As a reflective tool this also reinforces to the student the content have they learned when they complete the activity at the commencement of the next lesson as a further form of Formative assessment on knowledge area and skills learned. No formal marking but quick write is collected.The teaching strategy used in this activity is a variation of a Bubble Activity, a collaborative literacy tool whereby students use their own knowledge and the knowledge of the rest of the class to complete a visual picture of what elements can be used to answer a question. This is then scaffolded upon in application in activity 5 when student groups are asked to devise their own Marketing Strategy objectives given the completed SWOT for their product and develop 2 tactical plans to deliver that objective. Students higher order thinking is drawn on to apply a tactical plan to achieve the objective they have set themselves for their product. From a teaching strategy perspective This acts as the last element of the lesson’s scaffolding of learning as students have built each element of the Marketing Plan throughout the lesson from the brainstorming, to each element of SWOT, to objectives and finally delivery tactical plans. Teacher focus is on directing and facilitating this inquiry based learning.Activity 6 acts as a teacher/student reflection on learning outcomes and further formative assessment performed by observation of discussions and completion of concepts learned in researching and applying this aspect of marketing to a practical business situation Cokes online campaign. 3 – The Marketing Mix(Area 3 of the Marketing Process)ProductSingle Session 1*50 minCommencement of learning of the Marketing Mix key knowledge area. Introduction of the Marketing and business terminology 4 P’s and the first element (first P = PRICE)Marketing Mix will cover 2 lessons.Essential Questions:What are the 4P’s?What messages can PRODUCT tell us – How?Why is PRODUCT such a powerful P?Key elements of a marketing plan: The marketing mix (product, price, place and promotion) and related strategies; ?Key Skills - Use of Business Related TerminologyAcquire and exchange business information and ideasResearch aspects of marketing using print and online sources. Apply knowledge of marketing strategies to practical situations; ?Activity 1 – Quick Write revisited. Students go back to their picture of Marketing Strategy/Plan and complete with knowledge of last lesson. Activity 2 – What does a Brand Tell us – Slide of BMW on screen. Students asked to write what they know about the brand, what it says to them on Yellow sticky notes and place them on whiteboard. Students responses then categorized into business/ product terminology (Attributes, benefits, values, culture, personality, type of user) and class discussion on these areas.Activity 3 – Millionaire Game. Group activity with teams of 4. Teams select a name, spokesperson and scribe. There are 4 questions for each of 4 rounds. Teams get 10 points for each correct answer. Each round looks at different elements of product from the theory content delivered with teams having discussion time and then giving answer in set amount of time. Round 1 – Brand Recognition, Round 2 – logo’s, Round 3 – What a product tells us, Round 4 Packaging. Tiebreaker – if needed is Product placement.Quick Write Activity Prior lesson.Teacher PowerPoint Slides – Appendix 7Yellow Sticky NotesMillionaire Game PowerPoint Slides – Appendix 8Whiteboard MarkersInternet AccessYouTube – tiebreaker clip. assessment techniques of what key knowledge/skills have been learned in prior class and opportunity to reinforce during opening of lesson prior to heading into new topic. Strategy also for review of teaching of content and factoring into future review classes.Central teaching strategy for this lesson is to maximize student engagement.This is first done with the use of the Yellow sticky note method in activity 2. By students writing on the sticky note and putting them on the board the teacher can visually assess each students participation as they come up and also by the number of sticky notes on the board. This teaching method also shows all contributions are valued by use of students answers in categorizing the product terminology answers.This lesson also focuses on development of key knowledge by using multiple learning styles of VARK in the Millionaire Game of Activity 3Each Round focuses on combining different elements of VARK thereby maximizing potential to reach all learners in content delivery.Game format also encourages engagement and participation through competition style format and student collaboration and discussion. Formative assessment feedback given through answers to game questions (both student and teacher)Further focus of lesson is the learning principals of democratic education. This is achieved through the students electing their spokesperson, team names and scribes and further enhanced by giving the power of the game over to the students. Allowing them to decide the awarding of points in the event of an unclear answer and through the ability to pass questions to their nominated opposition team.4 – The Marketing Mix(Area 3 of the Marketing Process)Price, Place, PromotionDouble Session 2*50 minWhat are the 4P’sWhat PRICING strategies exist in the marketWhen are they used by Companies for their product?What Distribution methods can be used/when?What are the elements of a “Promotion Mix” and how are they used in business situations.Key elements of a marketing plan: The marketing mix (product, price, place and promotion) and related strategies; ?Key Skills - Use of Business Related TerminologyAcquire and exchange business information and ideasResearch aspects of marketing using print and online sources. Apply knowledge of marketing strategies to practical situations; ?Activity 1 – Piecing Jigsaw activity. Students given advantages and disadvantages of Pricing methods and asked to place each against the correct method. Performed in pairs. Activity tests current knowledge and understanding of methods of pricing prior to exploring further in class.Activity 2 – Video of pricing strategies used by Amazon and Apple iWatch. Whilst students watch the short video they are required to think and identify the pricing strategy these corporates use on their productActivity 3 – Pricing Strategy Worksheet. Worksheet to be completed individually with students able to use text book and workbook slides. Initial questions act as a read/write knowledge reinforcement. Following questions then require students to apply understanding of knowledge to business situations and simulations. Activity 4 – Jigsaw Activity as a variation on Think /Pair/Share. Market Coverage & distribution. On the A4 piece each student Writes down a product (1 minute) – can be any product that comes to mind. Perhaps something they have recently bought or used. Students then pass the paper to the person next to them. On the piece of paper given from their partner students will now write down for that Product I.What Market Coverage Method is usedII.What Distribution Channel may be used by the Producer to get to the ConsumerIII.WHY?Random pairs to share answers with class and discuss. Activity 5 – Promotion Mix – In this activity students use their previous product from the Distribution activity and are asked to in showing application of a Promotion Mix element by identifying 2 elements of promotion for the product, and for each describing 2 activities that could be used. Finally students are asked to draw 1 of these activities visually.Activity 6 – Case Study. Text book page 312 case study to be read and following questions answered which look at all elements of the marketing mix. If not completed in class time students asked to answer as homework. Teacher PowerPoint Slides – Appendix 7Advantages & Disadvantages cut outs. Blank A4 paper with pricing methods written on.Internet AccessYouTube clips Methods Worksheet – Appendix 9A4 PaperA3 PaperColored PencilsStudent Text Book. VCE Units 1 & 2 JacarandaTeaching strategy for this lesson focuses on collaboration mostly in pairs to develop a scaffolded delivery of marketing mix for a current product that students hold relevant. Lesson uses multimodal approach incorporating Cut/Paste, Read/Write, Think/Pair/Share, Class feedback on formative assessment, Visual/Auditory ICT and Artistic visual drawing to convey the key knowledge areas and their applicationICT is incorporated into activity 2 with the use of YouTube clips of current products the students can identify with in asking them to identify from the knowledge area content the real business pricing strategies that may be used. This also incorporates a Visual and Auditory delivery of learning strategy into lesson.Activity 3 is conducted as formative assessment. Students perform their own marking and correction by way of class discussion on each question, with students volunteering answers as we go around the room. Students advised prior to activity that they will be required to answer, thereby prompting them to be engaged in the completion of the worksheet although students also given the democratic option of passing or “phoning a friend” to assist if struggling with answer. From a teaching perspective the quality and detail of student responses to the later questions demonstrates their understanding of the concepts and application of required skills in business simulation context. This is traditional Read/write activity from a learning style approachIn activity 4 by students coming up with the product it transfers ownership of the outcome of the activity to them, understanding more about what of these Marketing Mix strategies companies use in marketing the product they have bought or used as a consumer.This is then used to scaffold from the understanding of Price and Distribution into Activity 5 of Promotion and importantly promoting higher order thinking as to how students may promote their product “differently” to that currently being done. This is then reflected visually by the drawing of this activity in pencil on the paper (Visual Creative representation of learning)Final activity – case study is used as a form of approved assessment under VCAA but in this instance is used as further Formative Assessment with students given feedback on their answers as part of conferencing at the commencement of the next lesson. Case study also to be recorded as coursework to ensure it is followed up on and completed by all students.SAC Assessment task – 50min (1 session)SAC for Unit 2 – Area of Study 2: Managing the Marketing FocusIncorporates key knowledge from the above 4 lessons and remaining key knowledge of AOS delivered in balance of Unit lessons. SAC for Unit 2 – Area of Study 2: Managing the Marketing Focus Case study for SAC was taken from Excursion to Eureka SkyDeck conducted in the final weeks of the Area of Study with key elements repeated in the Case Study commentary at the commencement of the paper. This SAC should be viewed as a feature of the entire unit of study key knowledge of which this 4 lesson sequence forms a critical part.Eureka ExcursionSAC Assessment Task paper including Eureka Case StudySummative assessment of key knowledge and skills. Assessment task set in accordance with VCAA Study Design list of approved assessments incorporating case study and test.SECTION B – LESSON PLANS & SAC ASSESSMENT TASKCOLLEGE OF EDUCATIONLesson Plan Template for VU PSTS at PCSSC – LESSON 1 OF SEQUENCESubject - Business ManagementYear Group - 11Day & Date: Thurs 30th July Time: 9am-10:40 (Double Session) Topic/ Focus AreaThe Marketing ProcessArea 1 - Market Research Essential QuestionsWhat 4 steps make up the Marketing ProcessWhy is Market Research critical in todays business environment?What forms of Market Research exist & how can we use this as a tool for business?AusVelsStrand. Domain. Dimension / Level Unit 2: AOS 2: Managing the Marketing Function: Key knowledge for lessonMarket research processes, including information needs, data collection tools and techniques, ?analysis and interpretationLocation / SettingClassroom Organisation / Student GroupsIndividual / PairsSpecial ConsiderationsStudents will require laptops for this session or 1 between 2 minimumKey VocabularyMarketing ProcessMarket ResearchPrimary / Secondary dataSample (Group/size)AnalysisFocus QuestionsWhat are we doing when we are talking about a product or filling in a surveyThe information we gather might be used for what purpose – where does it go?Why is it important to know your research group?References / Sources / Materials / Resources and EquipmentPowerPoint PresentationActivity worksheets:General Knowledge worksheetSurvey design question worksheetMarketing Research review worksheet (Formative Assessment)Internet access – Google Forms / Weebly siteHome Brand Chips (Focus Group Activity)-127000-114300INTRODUCTIONEstablishing prior knowledge. Tuning in activity. Focus questioningWhat will I do? (T) What will students do? (SS)Assessment criteria: Assessment FOR learning00INTRODUCTIONEstablishing prior knowledge. Tuning in activity. Focus questioningWhat will I do? (T) What will students do? (SS)Assessment criteria: Assessment FOR learningTime: 2 minutesPrior Knowledge / Intro – In our last class we started to look at Marketing and explore some examples of marketing. We looked at some great examples of links between Marketing and Business objectives (Who can recall the case study???), and what some of those objectives might be.Who can remember some of the examples?? – Elicit the following responses from Class.Increased salesExpand product rangeImprove market shareWe looked as some not so good marketing examples – remember the U2 Push with Apple and the Funeral home billboard on the train tracksTODAY: We are going to really start unpacking what marketing is and what goes into the Marketing process, before we get those wonderful results!!! Going to specifically look at the background step. MARKET RESEARCHEssential Question(s): These to be written on the board prior to lessonWhat 4 steps make up the Marketing ProcessWhy is Market Research critical in todays business environment?What forms of Market Research exist & which one suits your needs?-76200280670MAIN BODYGuiding Inquiry and PractiseWhat will I do? (T) What will students do? (SS)Assessment Criteria: Assessment AS Learning00MAIN BODYGuiding Inquiry and PractiseWhat will I do? (T) What will students do? (SS)Assessment Criteria: Assessment AS Learning THEORY & EXAMPLES 25 min - THE MARKETING PROCESS - INTRODUCTIONTEACHING STRATEGY – I DO!Slide – The Marketing Process 4 ElementsMarket ResearchMarketing StrategyMarketing MixEvaluationNOTE: DRAW IN ARROWS TO SHOW THIS IS A “CONTINOUS CYCLE/STUDY OF THE MARKET TO ENSURE THE BUSINESS IS ALWAYS MEETING THE NEEDS OF ITS CUSTOMERSSlide 2 Brief Definition of Each of the 4 steps – NOT IN BOOKLET. Students to write down next to EACH BUBBLEWe are going to cover each of these elements in detail over the next few lessons. Lets start with the 1st Step – Market ResearchMARKET RESEARCHSlide – Market Research DefinitionRead Definition – YOU’LL NEED TO COPY THIS INTO YOUR WORKBOOKSKey words. Process – there are key steps to followGathering information – various things out there, types of information data that you need to pull togetherAnalyse – Takes bits of data (things) and turns them into valuable informationMODEL – Quick show of hands who watches TV?? Who has heard of TV ratings. All the shows that people watch each night of each week – DATATo gather that information and look at it, collect it, sort it, and we come up with the TOP RATING – or MOST POPULAR showsPrompt – WHY DO YOU THINK THAT SORT OF INFORMATION MIGHT BE VALUABLE? WHO TO?Critical question is WHY. Slide – Why might you want to do Market Research? Reduce or Lower level of riskWhat is risk. Risk of what – Failure. Model Example: If you were thinking of starting a brand new airline in Australia that’s a billion $ investment and pretty risky. Would you want to do that without some research. Tiger Airways – Recently Singapore Airelines (owner of Tiger) admitted they didn’t research the budget market and aiport access well enough when they started – now sold to VIRGINAssess/ Evaluate the current situationIf you were looking to start up a coffee shop in PC Town centre. Would you do some research to see what other coffee shop’s already there? Where they are positioned? Might that influence where you want to setup? Woudnt want to be next door unless you offered something very different. What do they offer?Predict future trends or changesThis is the key to marketing – He/She who has the crystal ball will make their company owners/ bosses very happy indeed. Imagine if you could predict the latest trend in clothing. Who saw the PUFFY VEST taking over? Katmandu started it and now every shop from them to Cotton on has them.All of these are looking at WHAT you want to Research!Slide 5 – Examples of What you may FindSlide 6 – How do you perform Market ResearchPrimary Research - definition / advantages / disadvantagesSecondary Sources – definition / advantages / disadvantagesSlide 7 – Examples of Primary and Secondary researchThis is the key slide. If you can visually remember what types of research can be done and which half they fall into : Primary/Secondary that will be a key assistance you your applying the knowledge in this area. Slide 8 – Data analysisMODEL EXAMPLE – SPREADSHEET Online Gaming DataThis is an example of data obtained on Online Gaming for 15-30yr olds.Data Pulled into tables.How do you think we might Analyse this to give us information? Elicit student responses as to how they might want to look at the data. Then apply filters on the screen on spreadsheet to show live interpretation.Prompt – Average AGE of respondant Average hours spent gamingFree or paid APPS?So this might look for you to pitch a game at 19yr olds which is Free and based on design platform.Activity - Focus Group simulation – 15 min – Teaching Strategy – YOU DO – (Teacher simply facilitating Focus Group Questions)We are now going to put some of this theory into action. To do this we are going to simulate a form of Primary Research with our class being a FOCUS GROUP! Class Instructions: Model out to students.Break class into 2 groups – Group 1 & 2 (split classroom down the middle)Get 1 volunteer from Each Group (1 from Group 1 and 1 From Group 2) to come up to the front and be the “Scribe” on the whiteboard. You will write down your focus groups ideas. (ACTIVE ENGAGEMENT OF CLASS – TRANSFER OF OWNERSHIP)I am going to act as the Facilitator of the Focus Groups – Every Focus Group Facilitator has the role of asking/directing the marketing questions.Focus group’s have a series of questions.Aim of the focus group is to collect your thoughts and opinions and then look at how that might influence decisionsMAKE A START:NOTE: SCRIBES to Write ANSWERS in 2 Columns If I was to mention a Flavour of Chip to you what “colour” would it beSalt n VinegarBBQChickenFollow up qu: If our product put Salt n Vinigar in a BLUE can what would you do to find out the flavour? Would you look or walk away?What is your favourite form of chip packaging?What attracts/motivates you into buying chips?HAND OUT 4 Tubes of Plain Brand Chips – Introducing product after initial questions.What we will have is a product (HOME BRAND Sour Cream and chive chips).What things do you notice about the logo? (Design, color, impact)If I was to put this product on the shelf is there another product you would think of?How would I get you to buy this product over the other product? What might make it appeal to you?Get Students to look at the answers on the board. Scribes can you please circle the common answers.What did you notice about the questions? >>>> Elicit response - All open questionsWhat about the answers?They give information which assist the marketing dept in how the product may look, where it might be placed etc. They are also often followed up by more direct questionsFantastic – if you can return the chips and scribes retake your seatsActivity – Survey Participation – 5 minutesWe are now going to look at another form of primary data and I am going to give you a quick survey. Survey is a form of Primary Data.HAND OUT GENERAL KNOWLEDGE SURVEY:As you complete the Survey – Think about the types of questions it asks.Unlike A focus group where the marketing consultant/research is interactive and working with people, a Survey is a method of primary research – you do by yourself But answers can be equally powerful.You’ve probably all participated in survey – Take 5 minutes to complete FOLLOW UP QUESTIONS – TO PROMOTE LINK BACK TO THEORY AND HIGHER ORDER THINKING.WALK AROUND ROOM COLLECT SURVEY – DOES ANYONE NOTICE WHAT I AM DOING? - Have to collect results. Is it taking time to do this?HOW AM I GOING TO ANALYSE THESE RESULTS? (retype/collate – time consuming/accuracy)WHAT ABOUT THE TYPE OF QUESTIONS? WHAT DID YOU NOTICE (closed questions not open like focus group)WHAT OTHER LIMITATIONS?Activity – OUR ENERGY DRINK SURVEY – QUESTION DESIGN 10 min(Method – I do, YOU do, WE Do)So I’ve shown you some data analysis, and you have had a chance to complete a survey. Now WE are going to design OUR OWN survey one:HAND OUT WORKSHEET – QUESTION DESIGNGoing to design a survey to give information to a Company who is looking to launch a new Energy/ Sports Drink Product.In groups of 4. Come up with 5 questions which would give information about an energy drinkFor each question list the possible answersI’m then going to collect your survey questions and we are going to put together an online survey which we will complete and analyse the resultsMODEL Example:Of the list below, which would be your Favorite Energy/ Sports DrinkPoweradeMonsterRed BullVGatoradeTake 10 minutes to do this in your groups after which I am going to collect your answers and populate into an online tool called GOOGLE FORMS to do our own online survey.Activity – Worksheet Summary Market Research – 10 minutes – FORMATIVE ASSESSMENT (use to see what students are grasping and what areas need to be re-emphasised at the commencement of next lesson in our prior knowledge recap)** While I am setting up your survey we are going to do a Worksheet mini review of Market Research so farHAND OUT MARKET RESEARCH WORKSHEETHand out some summary questions on Market Research, what we have covered in todays lessonWrite your name at the top of the sheet and complete the questions individuallyWhen you are finished I’m going to take them up and mark them to see how well we have gone in understanding the areas we have covered so far today.WHILST STUDENTS ARE DOING WORKSHEET GO THROUGH ENERGY DRINK QUESTIONS FROM ACTIVITY AND POPULATE QUESTION ONTO GOOGLE FORMS SITE READY FOR RESPONSES. NOTE ALSO USE AS FORMATIVE ASSESSMENT IN HOW STUDENTS HAVE UNDERSTOOD OPEN AND CLOSED QUESTIONS.Activity – Energy Drink Survey – 20 min Our Energy Drink Survey is now ready And has been populated online into Google Forms so you can each view the questions you came up with. Must say questions were excellent and each group should see at least 1 of their questions on the survey as there were some very similar questions.I’d like you all to answer the questions – we will then look at and analyse the answersOPEN YOUR COMPUTERS AND GO TO OUR WEEBLY WEBSITE . Once you have the form open I’d like you to complete the form which are your questions and then click on Submit once you are done. WAIT FOR ALL STUDENTS TO COMPLETE SURVEY – Should be 5-7min to do – ENGAGEMENT: WHILST STUDENTS ARE COMPLETING THE SURVEY, DRAW THEIR ATTENTION TO THE SCREEN AND TALK THROUGH THE LIVE RESULTS POPULATING OUR DATA ANALYSIS AS THE SURVEYS ARE COMPLETED LIVE.THE POWER OF TECHNOLOGY & TOOLS – COMPARE TO THE MANUAL SURVEY WE DID EARLIER.(Teaching Strategy: Note this is an application of the SAMR principle whereby the class is using ICT is being used to “Modify” a task using GOOGLE FORMS and analysis) Activity – ANALYSIS – 10 min – Think/ Pair/ Share BRING UP EXCEL VERSION OF ANSWERS and on screen – note all answers are anonymous – Save to Shared DriveOn the board you can see our answers ALSO on the shared driveHand out Data Analysis worksheet.OUR AIM HERE IS TO TURN DATA INFORMATION. FIRSTLY I’D LIKE YOU TO COMPLETE THE WORKSHEET I AM HANDING OUT. ONCE YOU HAVE COMPLETED THISWith the person next to you I’d like you to come up with information Come up 3 things that you notice which MAY help the marketing of a NEW ENERGY DRINK Going to go around the groups and get you to share 1 each.MODEL – Remember when we looked at the online gaming data? I looked at things like Average number of Hours, Average Age, Free vs Paid >>> TRENDSEveryone got the spreadsheet up or able to view on the screen? - 5 minutes to do activity after which we will discuss how you are going to help the Marketing team.REVIEW RESULTS of WorksheetREVIEW MORE CHALLENGING HIGHER ORDER THINKING QUESTIONS.-76200247015CONCLUSIONSharing, Explaining and Reviewing InquiryShare time. Student reflection. What do they now know?00CONCLUSIONSharing, Explaining and Reviewing InquiryShare time. Student reflection. What do they now know?What will I do? (T) What will students do? (SS)Today we’ve covered what the marketing Process is, and the importance of the first step – MARKET RESEARCH, its purpose and its central forms of Primary and Secondary research. Importantly we have all had a chance to put Market Research and analysis into action and look at tools and techniques we can use. Critically we have also participated in the power of data analysis and information to round out our key knowledge areas.Next lesson we are going to continue to build on the Marketing Process by looking at MARKETING Strategy and our Marketing PLANPreservice Teacher ReflectionDid students achieve the Learning Intentions?Success Criteria What were the successful strategies?How did you the teacher get them to the end result?Where to from here? What’s next?Class worked really well and reviewing Energy drink survey questions I was able to see that the majority of students understood the open vs closed question formats of surveys. Using ICT to show Energy Drink survey live and the collation of data really engaged the students and they were blown away that they could see not only their own questions but their answers as well. Remember for future lessons power of students seeing their own work in terms of engagement and relevance.Follow up marking of Review worksheet to incorporate feedback into next lesson.Mentor Teacher FeedbackStrengths / Areas for ImprovementHow will we work to improve them?From: "Rosser, Kerry A" <rosser.kerry.a@edumail..au>Subject: FeedbackDate: 30 July 2015 3:28:30 pm AESTTo: "bevan.nicholson@live.vu.edu.au" <bevan.nicholson@live.vu.edu.au>BUSINESS MANAGEMENT – SESSION 1 & 2 30th JulyMarketing ProcessGreat discussion and explanationQuestion with a question ( I like it – I do it a lot too)Great simulation activityClassroom management – well controlledGood break-up of types of activitiesCOLLEGE OF EDUCATIONLesson Plan Template for VU PSTS at PCSSC – LESSON 2 OF SEQUENCESubject _Business Management_Year Group 11Day & Date Mon 3rd Aug Time: 1:20-3:00 Topic/ Focus AreaThe Marketing Process- Marketing Plan - ElementsEssential QuestionsWHAT IS MARKETING STRATEGY / PLANWHAT KEY QUESTIONS DO WE NEED TO ANSWER IN PUTTING ONE TOGETHERSWOT ??? (Acronym)HOW DO WE SET OBJECTIVESAusVelsStrand. Domain. Dimension / Level Unit 2: AOS 2: Managing the Marketing FunctionKey Knowledgekey elements of a marketing plan:establishing objectives market description Location / SettingClassroomOrganisation / Student Groups4 Groups for SWOT ActivityPairs Special ConsiderationsSecond Step in Marketing processCommence with feedback from Formative Assessment.Key Vocabulary2nd Step in the Marketing ProcessSWOT Analysis(Strengths, Weaknesses, Opportunities, Threats)ObjectivesMeasuring ObjectivesFocus QuestionsInternal InfluencesExternal InfluencesHelpfulHarmfulReferences / Sources / Materials / Resources and EquipmentPowerPoint PresentationA3 Paper / TextasInternetYouTube clip-127000114300INTRODUCTIONEstablishing prior knowledge. Tuning in activity. Focus questioningWhat will I do? (T) What will students do? (SS)Assessment criteria: Assessment FOR learning00INTRODUCTIONEstablishing prior knowledge. Tuning in activity. Focus questioningWhat will I do? (T) What will students do? (SS)Assessment criteria: Assessment FOR learningTime: 5 MinPrior Knowledge –In our last lesson we completed our work on Market Research and we looked at our different forms of data, and different techniques for collecting that data and analysing it.I’m going to hand back your review questions worksheet and we will run through a couple of the answers. FROM FORMATIVE ASSESSMENT:Just as a refresher, who can tell me The 2 forms of Market Research Data? Write answers on the BoardWhen would we use a closed question technique? – Renee can you share your answer.The difference between Internal and External Secondary data – Charlie you had an excellent answer for this one, can you share what you wroteIn our case study many of you had that Andrew used Primary data. In fact he used Secondary Data, whilst the data was collected by his company, so in its first instance it would have been primary – Andrew was then using this data – So Samir it is Secondary why? Gathered for another purpose.Introduction: TODAY’s lesson we are going to look at the 2nd Element of the Marketing Process – The Marketing StategySLIDE – Revisit the Marketing Process Bubble – Marketing Strategy Essential Question(s): These to be written on the board prior to lessonWHAT IS A MARKETING STRATEGY / MARKETING PLANWHAT KEY QUESTIONS DO WE NEED TO ANSWER IN PUTTING ONE TOGETHERSWOT ??? (Acronym)HOW DO WE SET OBJECTIVES-76200280670MAIN BODYGuiding Inquiry and PractiseWhat will I do? (T) What will students do? (SS)Assessment Criteria: Assessment AS Learning00MAIN BODYGuiding Inquiry and PractiseWhat will I do? (T) What will students do? (SS)Assessment Criteria: Assessment AS LearningArea: Marketing StrategyIntro: Activity – Brainstorm – QUICK WRITE – 3 minutesHAND OUT BLANK PIECE OF PAPEROn the blank piece of paper in front of you I’d like you to put downYour NameThe words MARKETING STRATEGY – In the MiddleEVERYTHING you currently know about Marketing StrategyMODEL – Could be a lot of things? Could be nothing?2 MINUTES – Collect up – We will revisit this laterArea: Marketing Strategy / Plan Defined / ElementsSlide : Marketing Plan definitionSlide: Elements of the Marketing planWhat / Where / How / Have>> So our plan sounds a bit like a road map – it’s a document that directs us Lets look at each of those elementsElement 1 – What is our present situation?Question we should always ask ourselves, in business, in life, before we do anything. Take time to assess and think about where we are at the moment.Slide - Something that is not as easy as it sounds because it requires us to actually do 2 thingsInternal Look – We have to look at what is happening inside our business, product, ourselves – these are often things we already know but need to documentExternal Look – Look at those things happening outside that influence or impact upon product, organisation etc – This is OFTEN much harderMODEL EXAMPLE – Our Product Here at PCSSC is to provide you with the best possible education and start to life. That’s our product. Internally – Miss S / Miss R & myself, we can have great lessons, exciting activity and content. We can be enthusiastic and upbeat and absolutely know everything to teach you.But What other things impact your learning here TODAY – Your education?GET SOME CLASS RESPONSES / (KR CLASS START TO USE NAME STICKS IF REQUIRED) – Draw out – Home life/ Social life / How you are feelingThese are all EXTERNAL factors, but they impact on how you learn in HERE TODAY!To Understand how these things impact a PRODUCT and What the Present situation is Organisations often Start their Marketing Plan with a SWOT AnalysisSlide – SWOT – Strengths / Weaknesses / Opportunities / Threats Who here has HEARD of a SWOT analysis? - Anyone tell me what the Letters stand for?S – Strengths – all the marketing aspects a business does better than othersW – Weaknesses – those things not done wellO - Opportunities – may present themselves at any time in different ways – BE on the LookoutT – Threats – Things that can damage a businessSlide KEY SLIDE - Emphasise the Internal and External Emphasise and draw link of the Internal / External to MODEL ExampleIntroduce the concept of HELPFUL (S & O)HARMFUL (W & T)>> Whenever you see a SWOT analysis or do one you MUST think of this GRID. EXAMPLE: HOLDEN. Strength – BRAND –l – Strong AU Brand – Football, Meat Pies , Kangaroo’s & Holden CarsWeakness – High Manufacturing costs, high labour and design costs to make new cars Opportunities – Removal of taxes (Tarifs) on imported cars means that they could make the same Car overseas and importThreat – May be seen as UNAU by customers, Many other car companies doing the same so more competitionActivity – 5 minutes: Individual BrainstormIf I was the Government and I ran Public Transport in Victoria. We all use some form of Public Transport/ Trains/ Trams BussesUSE THE SLIDE SWOT on screen and fill into boxes – Instructions: Using this SWOT Grid , in workbook - Give me 1 thing as PTV I would list under S, W, O, TUSE NAME STICKS – STUDENT ENGAGEMENT TOOL - TO GET ANSWERS FROM A RANGE OF STUDENTS / LIST ON BOARDSlide – SWOT analysis chartHere are some of the things you could look at for each of the SWOT – Notice groupingsWe used some of these for PTV (DRAW and HIGHLIGHT WHICH ONES) – don’t run through all – IN YOUR WORKBOOKSElement 2 – Where Do we want to Go?In this element we are Establishing our Business Objectives Slide – Each of these objectives we have talked about already when looking at our marketing advertising.KEY – Which one fits the business, the customer, the marketMarket Share – Business share of the total industry sales for a particular market – ie Anaconda – Seeking to increase market share of outdoor/lifestyle market (Kathmandu)Product Range – Product Mix (we will come back to) total range of products – ie Coke LIFECustomer Service – responding to needs of customers – ie TELSTRA name campaign. Personalised customer serviceElement 3 – How Do we get there from here?Slide - Detail writing of the plan – Tactical Steps MODEL EXAMPLE PTV – Objective was to increase customer satisfactionTactical Steps might be to Improve TimetablesDevelop Tracking tools (Apps) to show delays etcBuy More Trains (improve capacity)Element 4 – Have we set out what we have achieved to do?Measures, Comparisons, FeedbackOK ENOUGH OF ME TALKING TIME FOR US TO GET MOVING AND PUT SOME OF THIS INTO ACTIONWE ARE GOING TO START AT THE BEGINNING – WHERE ARE WE NOWActivity: SWOT Analysis activity – 25 min (5 min for each swap/ 5 min to present)4 Groups – Number students off 1-4 from front of the roomGroups to assemble in each corner of the roomEach Group given a PRODUCT / Company (HAND OUT CUT OUT PRODUCT NAMES) CONVERSEKFCFOXTELBEATS (by DrDre)All Groups to list Strengths of the PRODUCT / Company on A3 SheetPASS 1: Then pass to next group (1 passes to 4, 4 to 3, 3 to 2 so forth)Once paper passed Groups to then Write the Weaknesses of the products they have been GivenPASS 2: Paper passed around to next group – Then Groups to write OPPORTUNITIESPASS 3: Paper passed Groups to Finally Write THREATSFinal PASS – Back to Original Group to present.KEY – VARIATION ON BUBBLE ACTIVITYGROUPS ALL LOOKING AT ASPECTS FOR A DIFFERENT PRODUCT AND THEN REVISITING PRODUCT THEY STARTED WITH.Activity – Objectives – Revisit product Given & Set Objectives? – 10 minHand out additional Blank piece of paper.Instructions:Take out your SWOT analysis.Review what has been written about your product.Based on the SWOT – Come up with your Main Objective for your marketing plan – REMEMBER THIS SHOULD BE A SMART Objective as we discussed (SPECIFIC, MEASURABLE, ATTAINABLE, REALISTIC, TIMELY)Why is this your objectiveBased on this Objective – list 2 ways (Things) you might do to or with your product to get there – TACTICAL PLAN – STEP 3Activity – Video – Pulling it all together – Pairs – 10 min (if time) – If no time commencement of next class as revision. Go to next activityLets look at the following video clip. (WE ARE GOING TO PLAY THIS TWICE) at it again and I want you to answer the following questionsWhat is Cokes Present Situation (DRAW UP YOUR GRID)SWOTWhere do Coke Want to go?- Coke’s Business ObjectiveHow do they get from here to there?What Tactical plan did they deploy to get there? _ What specifically did they do (Not Ad) what.think Customerthink Where add took placeHave they achieved?Run through as a class-76200247015CONCLUSIONSharing, Explaining and Reviewing InquiryShare time. Student reflection. What do they now know?00CONCLUSIONSharing, Explaining and Reviewing InquiryShare time. Student reflection. What do they now know?What will I do? (T) What will students do? (SS)In todays lesson we’ve covered the key elements of the marketing plan/ strategy 4 key elementsWe’ve done an activity looking at SWOT – Objectives and we’ve pulled that together to look at how we get thereNEXT LESSON – MOVE onto the 3rd STEP in Marketing Process – MARKETING MIX – 4 P’s*** NOTE: START OF NEXT CLASS WILL COMMENCE WITH HANDING BACK PAPER FOR QUICK WRITE ON MARKETING STRATEGY/PLAN AND SEE WHAT THEY REMEMBER.Preservice Teacher ReflectionDid students achieve the Learning Intentions?Success Criteria What were the successful strategies?How did you the teacher get them to the end result?Where to from here? What’s next?Amended the lesson “on the fly” to change the SWOT Modelling topic from Holden to PTV. Noticed that the class seemed to be struggling with the theory and was concerned that if I used HOLDEN (product they may not know) then they would be lost ahead of doing their own SWOT Activity. Worked well with great contributions on S,W,O & T from the class – Class lead discussion. Will modify next lesson to incorporate change.First lesson using the 5E approach. Class built well going through each stage and then Evaluating with the return to the Quick Write. Handing back quick write was an excellent way to learn my students names and was able to then call on them for COKE Activity findings. GREAT Artifacts for folio.Mentor Teacher FeedbackStrengths / Areas for ImprovementHow will we work to improve them?From: "Rosser, Kerry A" <rosser.kerry.a@edumail..au>Subject: Feedback todayDate: 3 August 2015 3:10:22 pm AESTTo: "bevan.nicholson@live.vu.edu.au" <bevan.nicholson@live.vu.edu.au>Business Management – Session 4 & 5 3rd August 2015Marketing Strategies - SWOTQuick write will now become a very useful toolStudents are listening well and taking down notesGreat discussion on SWOT and exampleI liked the group activity – it’s good to break them into groups they don’t normally work with – lots of discussion and building on stepsYou are able to pull the class back in when they get distractedLoved the Coke ad – great for an individual activityCOLLEGE OF EDUCATIONLesson Plan Template for VU PSTS at PCSSC – LESSON 3 OF SEQUENCESubject _Business Management_Year Group 11Day & Date: Thursday 6th August Time: 11:10-12:00Topic/ Focus AreaMarketing ProcessStage 3 – The Marketing MixEssential QuestionsWhat are the 4P’sWhat messages can PRODUCT tell us – HowWhy is PRODUCT such a powerful PAusVelsStrand. Domain. Dimension / Level Unit 2: AOS 2: Managing the Marketing Functionkey elements of a marketing plan: The marketing mix (product, price, place and promotion) and related strategies; ?Location / SettingClassroomOrganisation / Student GroupsTeams – Product Millionaire GameSpecial ConsiderationsFirst of the 4 P’s. Final 3 P’s to be covered in next lesson Key VocabularyMarketing MixThe 4 P’sProductThe Product ConceptTangible / Intangible benefitsProduct PositioningFocus QuestionsReferences / Sources / Materials / Resources and EquipmentQuick Write from Last LessonPowerPoint SlidesMillionaire Product Game SlidesWhiteboard MarkersYellow sticky notesInternet access - YouTube-127000-114300INTRODUCTIONEstablishing prior knowledge. Tuning in activity. Focus questioningWhat will I do? (T) What will students do? (SS)Assessment criteria: Assessment FOR learning00INTRODUCTIONEstablishing prior knowledge. Tuning in activity. Focus questioningWhat will I do? (T) What will students do? (SS)Assessment criteria: Assessment FOR learningTime: 2 MinPrior Knowledge –In our last lesson we spent some time looking at Marketing Strategy/Plan. Just as little reminder we are going to an activityActivity – Quick Write Revisited – Formative Assessment – 5 minHAND BACK QUICK WRITE PAPERSIn front of you is the work you started yesterday, what you knew about Marketing Strategy/ Plans.I’d like you to take 3 minutes now and in a DIFFERENT COLOR pen/pencil, complete your picture of what you now know about Marketing Strategy/Plans.Collect up – Fully review after class but on quick review discuss the following I can see quite a few of you have The key questions of Where are we now, What do we want to achieve, How do we get from here to there, and Have we achieved what we set out to do. & we looked at strategies within each of those questions and areas. I can see quite a number of mentions of SWOT. Who can tell me what it stands for?What are the External / Internal elementsWhat is a business trying to achieve? ObjectivesIntroduction: Fantastic – now for Today’s class we are going to continue working around the marketing process with STEP 3 – THE MARKETING MIX and the first element PRODUCTEssential Question(s): These to be written on the board prior to lessonWhat are the 4P’sWhat messages can PRODUCT tell us – HowWhy is PRODUCT such a powerful P?-76200-85090MAIN BODYGuiding Inquiry and PractiseWhat will I do? (T) What will students do? (SS)Assessment Criteria: Assessment AS Learning00MAIN BODYGuiding Inquiry and PractiseWhat will I do? (T) What will students do? (SS)Assessment Criteria: Assessment AS LearningArea: The Marketing Mix – THE 4 P’sSlide – The 4 P’sThe Marketing Mix is made up of 4 elements Product – what is being soldPrice – for how muchPlace – where will the consumer get itPromotion – how will potential customers know about the productWe are going to look at each of these elements, but you can see by virtue of the circle the important thing is ALL ELEMENTS need to be used.Slide – The 4 P’s CircleI’m going to keep coming back to this slide. THIS IS THE KEY SLIDE TO REMEMBER – TO STUDY – GREAT SUMMARY OF WHAT MAKES UP THE 4P’SSlide – ProductSo lets start with the 1st P, possibly the most known = PRODUCTWe probably all think we know what a product is, yes? But in Marketing terms is quite wide.Tech Definition: Types of Products – See here we include Tangible (things we can hold & touch & feel) and Intangibles (idea’s, information even services)Can anyone give me some examples of Intangibles?? Prompt – Insurance (yes get a piece of paper/policy to confirm but its an intangible) What about if you are out at concert/gig. – Music is an intangible.Slide – The Product ConceptTangibles / Intangible benefitsCalvin Klien Jeans – Tangible of jeans, intangible of brand name, reputation of quality, imageRestaurant – Tangible of good food, intangible of atmosphere, music, service of staff.Slide – Product BrandingDistinguish between Brand Name – Spoken Element of a brand & Brand Symbol – Graphic representation that identifies productMini Activity – 7 minutes – What does a brand tell you.Slide – Display the BMW BRAND on the Screen.HAND OUT YELLOW STICKY NOTES TO EACH TABLE.Instructions:On your table you will see I’ve handed out some yellow sticky notes.I’d like you to think about the BRAND BMW you see on the screen.Write down all the things you think about or you know about the “PRODUCT” BMWUse as many sticky notes as you would likeCome up and put the sticky notes onto the whiteboard around the BRAND.(Tool for student engagement. Can visually see each student getting up and putting something on the whiteboard to contribute to the discussion)Teacher to arrange the sticky notes into categories and discuss each of the following points with the student examples and others.Attributes – expensive, well built?Benefits – social status, long lasting, admiration?Values – High performance, safety?Culture – German culture of organisation, efficiency, qualityPersonality – High statusType of user – Who would we expect to see behind wheel of BMWSo as you have seen BRAND tells us a great deal about the product.But in this we have also looked at PACKAGING!Slide – PackagingWhat packaging can convey, purpose, image, market, convenienceSlide – Product PositioningExample A2 milk – Positioned as Premium milk containing A2 only protein (gentler on stomaches). Now other milks forced to follow due to their successActivity 2 – Product Brand (Name / Logo), Packaging, Positioning, placement – 20 minutes – VARK Methodology utilised for game – Visual through images, Auditory in discussion amongst teams, Read/write with use of whiteboard and drawing, Kinaesthetic by getting students up to display their answers. Millionaire Game InstructionsGoing to organise you into – 4 Teams – Number students off 1 to 4 across room (getting students to mix amongst class and move to get ready for game)TEAM 1 – Front Left of RoomTEAM 2 – Front Right of RoomTEAM 3 – Back Left of RoomTEAM 4 – Back Right of Room.20 Seconds to move to your team Position:We are going to play a Millionaire Style GAME on the WhiteboardTeams can take 2 minutes to select a team name, spokesperson – (Democratic principles employed for team to elect roles. Use of own team name for engagement in activity) There will be 4 rounds all looking at elements of PRODUCT we have discussedEach round is worth 10 points.You will have a set time to discuss each question and then your spokesperson may answerTeams can elect to pass to another team if you do not know the answer (Further aspect of collaboration for class activity and adds to degree of competition)OK IS EVERYONE READY(There are 4 questions for each round. Progress first 2 rounds by going team 1 through 4. For Round 3 ask in Reverse order 4 – 1. For Round 4 ask based on point score to build suspense to a winner. Correct answer given after each question awarded as part of Formative Assessment feedback.)Round 1 –For each of the following can you tell me:What is the Brand is (Images) Round 2 – I am going to put up some words. Each team should send up a scribe to draw….What Brand (Logo) belongs with these words– 1 minute to discuss and draw logo on the board. Round 3 Name 3 things this brand tells you and what they are (Attributes, benefits, values, culture, personality, type of user)Round 42 Messages the packaging conveys?Round 5 – Product Placement – all in (IF TIME PERMITS) OR BONUS Tie Breaker RoundHow many product’s can you identify from this clip: Progress the game and award points. Keep suspense in the last round up to the tie breaker. If teams get “some” of the question right, ask the class “HOW MANY POINTS SHOULD WE AWARD – HALF POINTS??? KEEP IN MIND YOU MAY BE IN THE SAME POSITION USE THIS TO FURTHER PROMOTE DEMOCRATIC CLASSROOM PRINCIPLES– STUDENTS DECIDING WHAT TO AWARD EACH OTHER.GIVE THE CONTROL OF THE GAME OUTCOME TO THE GAME TO THE STUDEN-76200247015CONCLUSIONSharing, Explaining and Reviewing InquiryShare time. Student reflection. What do they now know?00CONCLUSIONSharing, Explaining and Reviewing InquiryShare time. Student reflection. What do they now know?What will I do? (T) What will students do? (SS)In today’s lesson we have looked at the first of the P’s - Product We have examined the importance of Brand – What a Brand can tell us To conclude the week TOMORROW we are going to look at the last of the 3 P’s – PRICE PLACE and PROMOTIONReview final Quick Write activity to evaluate whether learning intentions for Marketing Strategy achievedCOLLEGE OF EDUCATIONLesson Plan Template for VU PSTS at PCSSC – LESSON 4 OF SEQUENCESubject _Business Management_Year Group 11_Day & Date: Friday 7th August Time: 1:20-3:00 (Double)Topic/ Focus AreaMarketing ProcessStage 3 – The Marketing MixEssential QuestionsWhat are the 4P’sWhat PRICING strategies exist in the marketWhen are they used by Companies for their product? What Distribution methods can be used/when? What are the elements of the Promotion Mix and how are they used in business situationsAusVelsStrand. Domain. Dimension / Level Unit 2: AOS 2: Managing the Marketing FunctionKey elements of a marketing plan: The marketing mix (product, price, place and promotion) and related strategies;Location / SettingClassroomOrganisation / Student GroupsIndividual – worksheetsPairs – Think Pair Share activitiesSpecial ConsiderationsFinal 3 P’’s. Price – 1st Half LessonProduct & Placement – Last HalfKey VocabularyMarketing MixPricePrice Strategies Cost / Competition / Supply & DemandPenetration pricing / Price SkimmingDistribution ChannelsMarket CoveragePromotion MixPersonal Selling / Public RelationsFocus QuestionsReferences / Sources / Materials / Resources and EquipmentPowerPoint SlidesPrice WorksheetYouTube VideosInternet AccessA3 PaperColour PencilsTxt Book Case Study Pg 312-12700074295INTRODUCTIONEstablishing prior knowledge. Tuning in activity. Focus questioningWhat will I do? (T) What will students do? (SS)Assessment criteria: Assessment FOR learning00INTRODUCTIONEstablishing prior knowledge. Tuning in activity. Focus questioningWhat will I do? (T) What will students do? (SS)Assessment criteria: Assessment FOR learningTime: 2 MinPrior Knowledge –In our last lesson we started looking at The MARKETING MIX & The 4 P’s & we spent some time unpacking the 1st P, The power of BRAND.Introduction: Today’s class we are going to continue on our 4’ P’s and cover the remaining 3 – PRICE, PLACE and PROMOTIONEssential Question(s): These to be written on the board prior to lessonWhat are the 4P’sWhat PRICING strategies exist in the marketWhen are they used by Companies for their product?What Distribution methods can be used/when?What is a Promotion Mix-76200-85090MAIN BODYGuiding Inquiry and PractiseWhat will I do? (T) What will students do? (SS)Assessment Criteria: Assessment AS Learning00MAIN BODYGuiding Inquiry and PractiseWhat will I do? (T) What will students do? (SS)Assessment Criteria: Assessment AS Learning1st Half of lessonArea: Theory of Price – 10minSlide – 2nd P – PriceSlide - Pricing MethodsCost based – Where costs of making or producing a good are calculated and then a % mark up is applied.MODEL EXAMPLE – A-Gas it used to cost us $2.00 to make one of our products and we had a standard mark up of 50% - Means we would sell it for $3.00Based on Profit Margin per product. Competition based – Pricing to be competitive. Businesses choose prices that are either below, above or similar to others in the market. MODEL EXAMPLE – Virgin/Jetstar Airfares – Both flying to Gold coast. Jet Star may do a campaign to reduce their prices and try to attract more passengersExample other way – Samsung Galaxy Tablet’s – product similar to iPad but deliberately wanted to make it cheaperMarketing Methods – Penetration Pricing – Low price to get customers to try product. Price is set lower than competitors and lower than normal price for such a product. Once like the product and sales improve price returns to normal levels. MODEL EXAMPLE – Cleaning Products. Chips & Chocolate.Skimming Pricing – Price charged is high relative to competitors (Skimming top of the market). Used for products that are of high quality and have high image attached. MODEL EXAMPLE – ROLEX WATCHES.Supply & Demand – Economics factors. If there is a lot of supply, prices often fall or are low. If supply is low, prices can rise MODEL EXAMPLE Fruit & VegDemand can be more complicated. How much of a product people want can influence price. Price Increases, Demand can drop (Elastic), Price increase no drop (inelastic) ?? EconomicsGovernment Regulated – In some industries Government sets maximum prices, in others government regulates prices so they remain affordable. MODEL EXAMPLE – Private Health insurance – Gov sets max price increase. Electricity and Gas markets also semi regulated on Supply prices. Government also prevents price Fixing (ie Petrol market)ACTIVITY - Advantages / Disadvantages of Different Price Methods – 5 minutes – Jigsaw variation.We are going to look at some advantages and disadvantages of each method.HAND OUT CUTOUTS OF ADVANTAGES AND DISADVANTAGESClass Instructions:In front of you have a pile of cut out words: Each of these is an advantage OR a disadvantage of a pricing method.With the person next to you I would like you to line up under each of the methods in your work book what you think is an Advantage of that method of pricingDisadvantage of that method of pricingAt the end of the activity we will run through your answers on the whiteboardModel Example: Lets start with the first one together.1. Cost Plus – AD: Easy Method – Set profit margin DISAD – Costs rise if you stick to same % your price will rise. I’m going to give you 5 minutes and then we will run through pairs to match up the answers.DISPLAY ANSWERS ON BOARD AS PAIRS REVEAL!Competition – AD: Can attract more customers DISAD – Could be a race to the bottom and leave no profitPenetration – AD: Get people to buy new product DISAD – May not stick once price goes back to normal levelsSkimming - AD: Says Premium Product – Can give great profits DISAD: Too exclusive no sales (ie Business Class Airfaires)Supply & Demand: AD: True Market position DISAD: Leads to lumpy revenueGovt – AD: People know prices DISAD: People know prices – cant make higherActivity – Examples of Pricing -7 min - ICTNow that we have looked at For each of the Video’s we are going to watch I would like you to Identify the Pricing Strategy used for each ProductAMAZON WATCH answers as feedback and why?Activity – Worksheet 20 min – Formative assessmentHAND OUT PRICING METHODS WORKSHEET Instructions.This worksheet covers some of the areas we have discussed today.Individually I’d like you to complete the worksheet and you can use your workbooks.After you’ve completed the worksheet we will run through the answers together as a class so you need to be prepared to give the class your answer.(Get individuals to share answers going around the room to include all students in discussion. If students unsure of answer then can pass to the next student)FEEDBACK As Formative assessment by Sharing of Answers.Area: The 3rd P – Place – Theory 15minSlide – Definition of PlacePlace – is how we get our product to the customer ALSO KNOWN AS Distribution ChannelToday’s market getting from producer to customer has critical impact on successWHY???Slide – Types of Distribution ChannelsProducer >> Consumer – Direct DistributionProducer >> Retailer >> CustomerProducer >> Wholesaler >> Retailer >> CustomerProducer >> Agent >> Wholesaler >> Retailer >> Customer**NOTE – THE 1st METHOD IS DIRECT DISTRIBUTION – THE OTHER METHODS ARE ALL INDIRECT DISTRIBITIONLets look at some examples:Doctors/Dentist – Service based product. Farmers Markets? – ASICS Running – Produce and own their own stores. Freedom Furniture – Bulky GoodsA-Gas (My company) – Gas bottles to Wholesalers – ie REECE – Then to Customer. Wholesaler buys in Bulk from producer & resells in smaller lots to Retailers and on to the Customer. Wholesaler is the intermediaryAgent in this case never owns the product, they distribute only to the wholesaler. Agents Make a Commission from the Producer for helping move their products to a wholesaler. Usually used for inexpensive frequently used products. OFTEN A COMPANY WILL USE A MIX OF THE ABOVESlide – Advantages and Disadvantages of Direct/ Indirect Distribution – NEED TO KNOW THIS SLIDESlide –Modern DistributionWhy have traditional distribution channels changed so dramatically?Rise of Internet Shopping Customer demand for variety, speed of deliveryConsumer Pressure on Price flows to Distribution costs Slide – Market Coverage3 Ways a business may decide to cover the marketIntensive Distribution –saturate the market with product, service station, s/market, . Eg:CokeSelective Distribution- distribute to select outlets only. Clothing Eg: ConverseExclusive Distribution- Only 1 retail outlet in large area: Eg: IKEA Activity – Think/ Pair / Share Jigsaw – 10 min >>>> RE-EMPHASISE STUDENT COLLABORATION and FORMATIVE ASSESSMENT OF THEORY UNDERSTANDINGInstructions:On the A4 piece of paper I have given you Write down a product (1 minute) – can be any product that comes to mind. Perhaps something you have recently bought or used today??HAS EVERYONE HAD A CHANCE TO WRITE DOWN SOMETHING? – OK.Pass the paper to the person next to youNow write down for that Product that you have just been passedWhat Market Coverage Method is usedWhat Distribution Channel may be used by the Producer to get to the ConsumerWHY?Going to get random pairs to share answers with class and discuss.Area: The LAST P – Promotion – Theory 10minSlide – PromotionAGAIN – Lets Start with the Technical Definition Promotion – the methods used by a business to inform, persuade and remind a target market about its products Attract new customersMaintain brand loyaltyEncourage existing customers to buy moreChange behaviour through persuasion Slide – Promotion MixBusinesses approach Promotion by using a combination of methodsAdvertising – paid print, internet, radio, TVDirect Marketing – where you may receive an email as a result of signing up to a membership club, with special offersPersonal Selling – sales rep’sPublicity – News stories Public Relations - activitiesMODEL EXAMPLE – Lets keep using Public Transport Victoria Advertising – Take out full page Print ad’s in the Age Newspaper advertising New Miki Card to help “Get you there faster”. This is supplemented by Radio and TV advertisingPersonal Selling/ Direct marketing – A form of personal selling would be the ability to purchase a Miki Card once you are on the train – Pre-loaded with $10 (including cost of card)Pubicity – News story on Nightly News showing people using the Miki Card and gates, and speed with which they can be usedPublic Relations – Launch at Flinders Street station with balloons, Giveaways (1000 pre-loaded Miki Cards), A Giant bouncy tramp for kids shaped like a Miki cardDRAW up the Ad to go in the NewsPaper – Or Banner Ad to pop up on the Age Website*** FUN ACTIVITY TO FINISH THE DAYActivity – Come up with a Promotional Campaign involving at least 3 promotional mix items – 30 min Balance of Class - PairsEach Pair Pick one of the Products you used for our last distribution activityA3 Sheet Paper / Color pencilsList 2 elements of the Promotion Mix that might be used to promote the productUnderneath Describe what you are going to doCreatively Draw up an example of one act of promotion you are going to put into action – Visual representationDRAW UP ON WHITEBOARD WHAT PAPER MIGHT LOOK LIKE.Cant be an existing Campaign you have seen.If you are struggling for Ideas – Let me know. (Activity scaffolds on Prior Distribution Method activity. Purpose of students using a product they know or have used is to promote relevance by giving the students control over the activity with a product they can relate to. Also promotes higher thinking about all the things that go into the Marketing Mix to get the product into their hands as a consumer.) Take away Activity – Case Study Page 312 of txt book – 10min – Read / Write: Knowledge Reinforcement – Summative AssessmentMark at commencement of next lesson in conference with each student.(Purpose is to ensure all Marketing Mix knowledge is able to be applied in a business case study context prior to moving onto Product Life Cycle – next topic area)-76200247015CONCLUSIONSharing, Explaining and Reviewing InquiryShare time. Student reflection. What do they now know?00CONCLUSIONSharing, Explaining and Reviewing InquiryShare time. Student reflection. What do they now know?What will I do? (T) What will students do? (SS)So we have now Finished our MARKETING MIX knowledge area of the 4P’s (Product, Price, Place and Promotion) and we’ve put these into action in real business and product environments.DISPLAY MARKETING MIX SLIDE – REMEMBER THIS SLIDE IS A GREAT SUMMARY OF THE WORK WE HAVE DONENEXT Week we are going to Look at the PRODUCT LIFE CYCLE IN OUR LAST LESSON BEFORE REVISIONNOTE EVERYONE THAT FOLLOWING THIS WE WILL START PREPARATIONS FOR OUR SAC TO BE HELD THE FOLLOWING WEEK.HAVE A GREAT WEEKEND** Record both pricing worksheet and case study as “Coursework” in coursework book to ensure follow up for those that have not completed as part of assessment strategy and approach.YEAR 11 BUSINESS MANAGEMENT – ASSESSMENT TASKName:_________________________________________Assessment taskTest Unit/area of studyUnit 2: Communication and ManagementArea of Study 2: ‘Managing the marketing function’Outcome 2Analyse effective marketing strategies and processes and apply these strategies and processes to business-related situations.Instructions and conditionsIn completing the following assessment task you should demonstrate an understanding of the key knowledge and key skills outlined in Area of Study 2 in Unit 2 Answer all questions in this answer book. The marks for each question are indicated after each question.Conditions: Closed bookTime allowed: 50 minutes (including 5 minutes reading time)Marks allocated: 30 marksQuestionsRead the article below and then answer the questions that follow.Eureka Skydeck 88 If you are looking for things to do in Melbourne all you have to do is look up and you’ll find us – Eureka Skydeck: Melbourne’s greatest point of view.We are not your normal Melbourne tourist attraction. At Eureka Skydeck, we get Melbourne. In fact we know the city better than anyone because we oversee it like no one else.Situated in the heart of Southbank in the iconic Eureka Tower, the Skydeck stands at a staggering 297 metres above the streets of Melbourne. Both locals and visitors regard the Skydeck as one of the best “Experiences” in Melbourne.As the highest public observation deck in the Southern Hemisphere, we offer unparalleled views over Melbourne and will get you there with two dedicated lifts propelling you to Level 88 in under 40 seconds.We are also the home to the world’s first and only Edge Experience – a glass cube that projects out from the building with you inside. Not for the faint heated, The Edge Experience further validates the Skydeck as a quintessential Melbourne tourist attraction. Or if the Edge is not for you, step out onto our “Terrace” and expose yourself to the outside elements from inside the building.Tickets can be purchased via our website, tour operators or just come straight to the door. We offer a range of family ticket deals and upgrades – the two-trip ‘Sun & Stars’ package; admission to the Edge experience; and the unlimited annual pass – all of which can be purchased.The Eureka Skydeck is a self-guided experience, with a variety of language visitor guide brochures available. We are open from 10am until 10pm 365 days of the year, delighting communities, which we serve quality, fun, enthusiasm and value for money. It will change the way you look at Melbourne and maybe the world.Question 1 (2 marks)Define Market Research.Question 2 (4 marks)Define the two Data sources that make up Market Research and provide one example for each Data Source with reference to Eureka. Question 3 (2 marks)Identify and explain Two pricing strategies that Eureka consider in setting the price for their Skydeck Tourist Experience.i.ii.Question 4 (3 marks)a.Explain what is mean by the term ‘product life cycle’.(1 mark)b.Identify the stage of the product life cycle that Eureka have reached. Justify your answer.(2 marks)Question 5 (5 marks)a. Identify 3 key elements of the Eureka SkyDeck product which set it apart from its competitors(3 marks)b. From a Marketing Product perspective why does Eureka market itself as an “Experience” (2 marks) Question 6 (7 marks)List the 5 elements of the Promotion mix and provide 2 examples Eureka SkyDeck use as part of promoting their product.(5 + 2 marks)Question 7 (4 marks)“Place” is all about how a product gets from the producer to the customer. Describe 2 ways Eureka SkyDeck get their product (tickets to the SkyDeck) to their customer and for each state what type of Distribution Channel it is Eureka are using. Question 8 (4 marks)In preparing a Marketing Strategy and in a Planned Public Relations campaign, businesses need to follow the SMART model in setting their objectives. List the elements of SMART as they apply to setting objectives and describe a SMART business/marketing objective Eureka SkyDeck might set for the coming year.Extra space for responsesClearly number all responses in this space.REFERENCESBarkley, E. F., K. P. Cross, and C. H. Major. 2005. Collaborative Learning Techniques. San Francisco, CA: Jossey-BassChapman, S 2004, Back to Business 1: VCE Business Management Units 1 and 2- Jacaranda.Fleming, N. D. 2001. Teaching and Learning Styles: VARK Strategies. Christchurch: N.D. Fleming access vark- 2015Gardner, H. 1993. Multiple intelligences: The theory in practice. New York: Basic BooksHarden, R. M., and Laidlaw, J.M., Be FAIR to students: Four principles that lead to more effective learning. Medical Teacher. 35, 1, 27-31, Jan. 2013. ISSN: 0142159XKnight, Tony & Pearl, Art, 2000. Democratic Education and Critical Pedagogy, Kluwer Academic Publishers-Plenum Publishers, The Urban Review Vol. 32, No. 3 p197-236Puentedura, R. "SAMR and TPCK: Intro to advanced practice." Retrieved February 12 (2010): 2013.Torrance, H. & Pryor, J. (1998) Investigating Formative Assessment. Teaching, Learning and Assessment in the Classroom (Buckingham, Open University Press).Victorian Curriculum and Assessment Authority, 2009 VCE Study Design- Business Management. Accessed at – (submitted as separate documents in VU Collaborate)Appendix 1 - Lesson 1 – Market Research Teacher PowerPoint Slides Appendix 2 – Lesson 1 –General Knowledge Survey WorksheetAppendix 3 – Lesson 1 - Question Design – Energy Drink Survey sheet Appendix 4 – Lesson 1 - Market Research Revision Worksheet Appendix 5 – Lesson 1 – The Energy Drink Survey Data Analysis WorksheetAppendix 6 – Lesson 2 – Marketing Strategy / Plan Teacher PowerPoint Slides Appendix 7– Lesson 3&4 – The Marketing Mix Teacher PowerPoint SlidesAppendix 8 – Lesson 3 – The Millionaire Game PowerPoint SlidesAppendix 9 – Lesson 4 - Pricing Methods Worksheet Appendix 10 – Google Forms - The NEW Energy Drink Survey – Created by StudentsAppendix 11 – The New Energy Drink Survey Responses SpreadsheetAppendix 12 – Google Forms – The NEW Energy Drink Survey Data AnalysisAppendix 13 – Yr11 Business Management – Assessment Task Unit 2 AOS2 – Suggested Solutions ................
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