Lesson Title Role of marketing (continued) - Lesson 1 and 2 Lesson duration 2 periods (110 minutes) Stage 5, Year 12 Class/Group 12 Business Studies 1

Supervising teacher: n/a

Date: 20/10/2025 Rationale Students will revise the strategic role of marketing and interdependence with other key business functions from week 1 and practice scaffolding/writing responses to questions covering that content. Students will also learn about marketing approaches and types of markets. Syllabus Outcomes

H5 explains management strategies and their impact on businesses H8 organises and evaluates information for actual and hypothetical business situations H9 communicates business information, issues and concepts in appropriate formats

Syllabus Content

Students learn about: role of marketing • strategic role of marketing goods and services • interdependence with other key business functions • production, selling, marketing approaches • types of markets – resource, industrial, intermediate, consumer, mass, niche

Prior Knowledge Year 11 Preliminary Business Studies content Week 1 content - strategic role of marketing and interdependence with other key business functions Risk Assessment This class will have a double back to back period - ensure there is a brain break and movement in the classroom to promote wellbeing and attention Ensure laptops are not used until instructed to prevent distractions Resources HSC Business Studies: LiteracyWorks by Trish Weekes (pg. 39 and pg. 178) Jacaranda Textbook on Box of Books Powerpoint slides (teacher) Role of marketing (booklet) - pp. 6-8 Guided Responses - Role of Marketing - Revision Worksheet (p. 3) Specific teaching target (identified from previous teaching and related to presence in the classroom; classroom management, etc.)

Students will be able to explain the interdependence between marketing and other key business functions using cause-and-effect language in structured written responses. Students will be able to explain different marketing approaches and classify businesses into mass, niche, and intermediate markets with relevant examples. Learning Intentions These should be precise indicators of intended student learning Time Guide Content/Learning Experience

Introduction (Engagement) Activity 1: Recap of strategic role Emphasis on WANTS and NEEDS → notice the opposites between WANTS and it changes to NEEDS? Marketing transforms a want into a need

Activity 2: Recap of interdependence Analogy: team sports and common goal is to score as many points against the opponent team The same applies for business - marketing can’t work alone to “proft maximise” All functions need to work together Explicit instruction: instruct students to draw diagram on powerpoint Open discussion: reinforcement and recall on a business’ primary goal which is to “maximise profit” and then linking it back to the dependence of the functions

Body (Exploration/Transformation/Presentation)

Activity 3: Introduce syllabus content on production, selling, marketing approaches Summary and plain definition of the three approaches Students complete questions in the marketing booklet on production, selling, and marketing approaches (pp. 6-7) Open discussion on answers, selecting students to check for understanding

Activity 4: Hypothetical question on approaches + guided responses worksheet (p. 3) Application of approaches to a hypothetical business scenario using open discussion and probing to justify responses (start of 2nd period) Students complete Guided Responses - Role of Marketing - Revision Worksheet on page 3 to demonstrate understanding

Activity 5: Types of markets Explain the types of markets, concepts, definitions and real world examples Students complete the marketing booklet during teacher instruction (p. 8)

Conclusion (Presentation/Reflection)

Activity 6: LiteracyWorks writing task on ‘interdependence with other key business functions’ Students complete a scaffolded LiteracyWorks writing task on syllabus point “Interdependence with Other Key Business Functions”. They are provided with Fact Sheet 1, a reference sheet containing a bank of cause-and-effect terms that students can use to guide their writing. The task supports students in first practising using these terms through guided sub-questions, then answering a question independently without prompts, applying cause-and-effect language to explain interdependence. Teacher to collect and mark to assess and gain understanding of student levels. Teacher to reference LiteracyWorks teacher e-book for suggested responses Teaching Strategies including differentiation

Visual aid: using visual diagrams to demonstrate the interdependence of marketing on other business functions - that it is “never ending”

Scaffolding for accessibility: students are introduced to definitions of key concepts using plain language, gradually being exposed to formal terminology in textbooks activity to meet learning outcomes

Cold calling: check for understanding, ensuring all students are engaged and providing formative feedback to guide teaching.

Higher-order thinking: Use stimulus-based scenario questioning to encourage students to apply knowledge to hypothetical situations, supporting higher-order thinking and engagement with the learning outcome

Scaffolding and guided note taking: the scaffolded worksheet provided by the supervising teacher breaks down what to be included in a long response question comparing the marketing approaches - from definition, differences, why customer orientation and use the hypothetical example.

Direct instruction: Introduce types of markets, presenting definitions and examples via slides, and modelling understanding before independent practice

Structured / scaffolded note-taking: Students complete guided notes by copying definitions and examples from slides, supporting understanding and providing a resource for independent practice.

Scaffolding: the task and reference sheet break the writing into smaller, manageable steps, gradually reducing support and supporting diverse learners. Class Organisation

Grouping & classroom environment

6 people per row, two people per table, 5 rows Assessment Techniques What will you assess and how will you assess student learning?

Questioning and discussion: Cold calling and open discussion used throughout the lesson to check for understanding of the strategic role of marketing and interdependence with other business functions.

Observation: Teacher monitors student participation and accuracy during guided note-taking and discussion to identify misconceptions.

Scaffolded writing task: Students complete a structured written response using cause-and-effect language to explain interdependence. This allows for assessment of both conceptual understanding and literacy development.

Exit task collection: The LiteracyWorks worksheet is collected to provide evidence of student progress and to inform future feedback and differentiation.

Next-step teaching (for progressing student learning based on assessing student learning during this lesson) Mark the writing worksheets from Activity 6 and provide formative feedback generally as a class and independently.