Collaborative Case Investigation

Overview

This is lesson 9 of 20 in Strategic Business Responses. Students investigate how multiple external factors combine to affect one business operating in a global context, then communicate their findings through an evidence board and a short presentation. The lesson builds on prior learning about external factors, strategic responses and business terminology.

Learning intentions

• WALT investigate how at least two external factors interact to influence a business.
• WALT use relevant business terminology and evidence accurately.
• WALT evaluate which external issue is most significant for the business.
• WALT collaborate and communicate findings in a clear, audience-appropriate format.

Success criteria

• I can show a clear interaction between at least two external factors.
• I can use accurate business terminology, such as exchange rate, competition, government regulation, technology, culture or market demand.
• I can use specific evidence from the case to support my explanation.
• I can justify which issue is most significant and respond to a challenge or alternative view.

Curriculum links

• Strategic response to external factors by a business that operates in a global context: explaining interactions, supporting ideas with examples and evaluating significance.
• Business knowledge in a global context: applying concepts to a local or culturally relevant business connected to international markets.
• New Zealand Curriculum Refresh – thinking: analysing relationships, weighing evidence and making a justified judgement.
• New Zealand Curriculum Refresh – relating to others and participating and contributing: working collaboratively, listening actively and communicating for a purpose.

Lesson structure (45 minutes)

1. 0–5 min · Hook and retrieval. Teacher opens with the opening scenario and visual hook: “A successful New Zealand business faces a falling currency, a new overseas competitor and changing customer values. Which factor matters most?” Students individually name one external factor from prior learning, then compare answers with a partner.

2. 5–10 min · Model interaction. Teacher uses the factor-interaction model to distinguish a list of factors from an interaction, modelling: “A weaker New Zealand dollar may increase export revenue but also raise the cost of imported materials, affecting pricing, profit and strategy.” Students annotate the model and identify the cause, effect and business-wide response.

3. 10–13 min · Brief and roles. Teacher introduces the investigation task and success criteria using the investigation instructions and criteria. Students form three groups of three and select, or receive, a local or culturally relevant business case operating internationally; each group assigns flexible roles: reader/evidence finder, organiser/designer and spokesperson, with roles shared where needed.

4. 13–28 min · Collaborative investigation. Teacher distributes the external-factor evidence-board template and circulates, questioning groups: “How does factor A change the impact of factor B?” Students extract evidence from the case and complete one page showing at least two interacting external factors, effects on business functions, people, management or environment, and a possible strategic response.

5. 28–38 min · Present and challenge. Teacher uses the presentation sequence and peer feedback prompts to manage three-minute presentations. Each group presents by speech, poster display or digital format; listeners record one strength and ask one question, while presenting groups justify their most significant issue and respond to counter-evidence.

6. 38–45 min · Formative checkpoint and exit reflection. Teacher revisits the success-criteria checklist and gives concise verbal feedback against interaction, terminology, evidence and judgement. Students complete the final section of the evidence-board self-check: one criterion met, one improvement needed and a sentence explaining why their ranked issue is most significant.

Resources

• the collaborative case investigation slide deck
• the external-factor evidence-board template
• Three short local or culturally relevant global-business case studies
• Printed or digital case evidence: market information, customer comments, business data and news extracts
• A3 paper, markers and sticky notes
• Timer and presentation display
• Devices for groups choosing a digital evidence board or presentation
• Headphones or text-to-speech tools where available

Assessment

• During group work, check whether students distinguish separate factors from a genuine interaction and use terminology accurately.
• Use the shared criteria during presentations to give each group one specific strength and one next step, recording evidence of analysis and justification.
• Collect or photograph evidence boards and review the exit reflection for a clear significance judgement supported by case evidence.

Differentiation

• Provide a model evidence board, colour-coded factor arrows, icons and sentence starters: “Because ___, this affects ___ by ___”; “The interaction is significant because ___”; and “The business could respond by ___.”
• Assign flexible roles rather than fixed ability groups. Allow students to present through speech, poster or digital format, and accept oral rehearsal before writing.
• For dyslexia-friendly access, provide a clear sans-serif template, short chunks of text, enlarged spacing, highlighted key evidence, peer reading, audio/text-to-speech support and the option to dictate responses.
• Support EAL learners with a terminology bank and visual examples. Confer with groups needing help to identify cause, effect and response; extension students must challenge another group’s ranking using counter-evidence or a different timeframe.