Marketing Magic

Unit Context

This is Lesson 5 of 5 in the "Young Entrepreneurs: Business Basics" unit for Year 1 students in NSW. Students have developed a prototype business product in earlier lessons and will now focus on how to market their products using fundamental concepts of branding, advertising, and promotion appropriate for their age.

Lesson Overview

Lesson Title: Marketing Our Products
Duration: 110 minutes
Class Size: 10 students
Stage: Year 1 (can be differentiated for Years 1–3 in mixed groups)

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Curriculum Links (NSW Curriculum - HASS and Technologies)

Learning Area: Humanities and Social Sciences (HASS)

• Content Strand: Economics and Business - Business and Work
• Content Description:
  • Explore how people make choices about products they buy and use, and how advertising influences these choices.
  • Recognise that businesses provide products to meet needs and wants of people.

Learning Area: Technologies (Design and Technologies)

• Content Description:
  • Use materials, components, tools, equipment and techniques to safely make designed solutions.
  • Communicate ideas and solutions to others using simple drawings and models.

Achievement Standards (Year 1 - HASS & Technologies)

• Students pose questions, collect and sort information; they share observations and ideas about their world and communicate their designed solutions simply and safely .

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Learning Intentions & Success Criteria

WALT:

• We are learning to understand basic marketing techniques (branding, advertising, promotion) used in business.
• We are learning to create and present a promotional poster that shows our product and explains our business idea.

Success Criteria:

• I can explain what branding and advertising mean using examples.
• I can create a colourful poster that promotes my product.
• I can talk to my classmates about my product and how I would sell it.
• I can listen respectfully and ask questions about my friends’ businesses.

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Materials Needed

• Paper (A3 size for posters)
• Coloured markers, crayons, pencils
• Stickers and decorative items
• Samples or photos of students’ prototype products
• Picture cards showing examples of advertising (e.g., logos, ads, social media images)
• Laminated "Marketing Words" cards (e.g., Brand, Advertise, Promote, Social Media, Customers, Word-of-Mouth)

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Lesson Breakdown

1. Warm-Up & Recap (15 minutes)

• Briefly review previous lessons on product creation.
• Introduce the terms: branding, advertising, promotion, social media (adapted for Year 1 language). Use picture cards and simple definitions.
• Ask: “Why do businesses want people to know about their products?” (Encourage sharing ideas - e.g., to sell more, for people to like their product).

Differentiation:

• Provide visual cues and word cards for EAL/D or students needing extra support.
• Encourage advanced students to give examples of ads they've seen.

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2. Group Discussion Activity (15 minutes)

• Show familiar brand logos or ads (cartoon characters, food brands). Discuss what makes these ads interesting or memorable.
• Brainstorm ways people hear about products: TV ads, social media, word of mouth, posters in the street.

Differentiation:

• Students who need support can point to pictures or use child-friendly apps with advertising clips.
• Advanced learners can suggest new ways businesses can promote products.

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3. Hands-On Creation: Promotional Poster (50 minutes)

• Students create their own promotional poster for their business product.
• Encourage use of bright colours, logos (branding), catchy slogans or words, images of the product or prototype.
• Teacher circulates, helping students structure their ideas and poster content.

Differentiation:

• Support students with fine motor challenges by providing stencils or sticker options.
• More advanced students can include more detailed descriptions or make up a jingle or phrase.

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4. Presentation & Sharing (20 minutes)

• Each student presents their poster and prototype to the class, explaining what their product is and how they would tell people about it.
• Class listens and asks questions (teacher models respectful listening and questioning).

Differentiation:

• Provide sentence starters or scripts for students needing speech support.
• Encourage confident speakers to answer classmates’ questions as a peer leader.

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5. Reflection & Wrap-Up (10 minutes)

• Group reflection: What did we learn about marketing? Why is it important?
• Success criteria checklist: Students self-assess participation and learning.

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Differentiation Summary

Learner Type	Strategies
EAL/D	Use visuals, simplified language, modelling, word cards
Students with ASD or ADHD	Structured clear steps, visual schedules, support in group discussion
Fine Motor Difficulties	Use stickers, templates, or digital tools if available
Advanced Learners	Extend with creating a short verbal advertisement or digital poster
All Students	Encouraged to work collaboratively, celebrate diversity in presentation

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Extension Activities

• Create a simple digital slideshow or photo collage of their product and poster (if technology available).
• Role-play a customer and a seller conversation practicing using their marketing language.
• Design a social media post with teacher help (drawing or verbal script).

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Teacher Notes

• Use encouraging positive feedback, emphasising effort and creativity.
• Allow flexibility in expressions of knowledge: drawings, words, or oral explanations work equally well for Year 1.
• Incorporate cross-curricular language development by repeating marketing keywords often.
• PowerPoint slides can be used to introduce terminology visually but keep slides simple, with clear images and minimal text.

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This plan delivers a hands-on, multi-modal, and scaffolded approach to introduce Year 1 students in NSW to basic marketing concepts linked to entrepreneurship, perfectly aligned with NSW K-6 curriculum emphases in HASS and Technologies, fostering critical thinking, communication, and creativity in a small group setting.