Consumer Choice Influences

Overview

Students explore how businesses use different selling and advertising strategies to influence what consumers buy. They compare strategies (such as television/internet ads versus email promotions) and practise making more informed personal consumer and financial choices.

Learning intentions

Students will:

• identify common factors that influence consumer choices, including advertising and selling strategies
• compare how different advertising channels persuade consumers
• use simple strategies (such as gathering information and comparing options) to support informed buying decisions
• explain how marketing messages may affect their own spending choices and preferences

Success criteria

Students can:

• name at least 3 advertising/selling strategies and describe what they try to do
• compare two strategies by stating which is likely to influence a consumer more and why
• sort marketing examples into “likely influence” reasons (e.g., emotion, urgency, social proof, rewards)
• practise an informed-choice strategy by listing what extra information they would check before buying

Curriculum links

• AC9HS6K08: influences on consumer choices; comparing advertising/selling strategies and applying strategies for informed personal consumer and financial choices
• AC9HS6S04: evaluating primary and secondary sources by discussing purpose and perspective in persuasive messages (e.g., ads)

Lesson structure (45 minutes)

1. 0–5 min · Hook (quick discussion). Teacher shows two short, teacher-made screenshots of ads (one “urgent” style and one “reward/points” style) and asks: “Which one makes you want to click or ask for the product first?” Students share first reactions and briefly explain why.

2. 5–12 min · Presentation (video/slide explain). Teacher plays the prepared video/presentation titled “How ads try to influence what we buy” (teacher-made or school-produced), focusing on comparing television/internet advertising and email promotions. Students watch with a note-catcher: “What tactic do you notice?” and “Who is the ad trying to convince?”

3. 12–20 min · Mini-teach: compare channels. Teacher explicitly contrasts:

• television/internet ads (wider audience, attention-grabbing visuals, repetition, influencer-style persuasion)
• email promotions (personalised offers, timed deals, “shop now” prompts) Students turn-and-talk: “How might each channel affect someone’s choice differently?”

4. 20–33 min · Hands-on worksheet (sorting and comparison). Teacher gives each student an “Ad Influence Sort” worksheet with 8 short marketing statements (e.g., “Limited-time deal”, “Watch this review”, “Free shipping today”, “Members get double points”, “Your friends also bought it”). Students:

• circle the channel type for each statement (TV/internet vs email vs both)
• place each item into one reason category (emotion, urgency, rewards, social proof, convenience, authority/review)
• complete the comparison box: choose two items (one from each channel type) and write: “This could influence a consumer because…”

5. 33–40 min · Informed-choice strategy (guided practice). Teacher models a simple decision checklist using a familiar item (e.g., a game, snack, or stationery set):

• What exactly am I getting?
• Is the price a good deal compared to an alternative?
• What is the total cost (including delivery/surprises)?
• How long is the offer really?
• Is there a better option for my needs and budget? Students apply the checklist to one worksheet item and write two “questions I would check” before buying.

6. 40–45 min · Exit ticket (assessment check). Teacher collects a one-question exit ticket: “Name one advertising strategy and one way you could make a more informed choice despite that influence.” Students submit before leaving.

Resources

• Teacher-made video or slide presentation: “How ads try to influence what we buy”
• Two example ad images/screenshots (printed or displayed)
• “Ad Influence Sort” worksheet (8 marketing statements + sorting columns)
• Reason category cards (emotion, urgency, rewards, social proof, convenience, authority/review)
• Coloured pencils or markers
• Whiteboard/markers and a timer
• Exit ticket slips or an exit prompt on the worksheet

Assessment

• Formative: teacher listens during hook discussion and mini-teach turn-and-talk (checking for correct identification of tactics)
• Formative: worksheet sorting and comparison (accuracy of channels and reasons; quality of explanation)
• Summative-lite: exit ticket demonstrating awareness of both influence and an informed-choice strategy

Differentiation

• Support: provide sentence starters on the worksheet (e.g., “This ad could influence me because…”, “Before buying, I would check…”)
• Support: pre-highlight examples on the worksheet to reduce reading load for some students
• Extension: ask students to rank three strategies (most persuasive first) and justify using two criteria (budget impact and likelihood of “real need”)
• EAL/SEN: allow oral responses to be recorded by the teacher or using drawing/keywords; use consistent category language across the lesson