TERM/WEEKS: Term 1, week 3 YEAR LEVEL: 7 LEARNING AREA/TOPIC: HASS / Economics

FORWARD PLANNING DOCUMENT

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy √ Numeracy ICT √ Critical and creative Ethical Understanding √ Personal and social Intercultural
thinking √ Capability √ Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 3 How consumers rely on Discuss how marketing is Formative Introduction: Facilitate a Padlet session for students to https://padlet.com
Lesson 1 businesses to meet tied to consumers needs assessment at the brainstorm their ideas on the topic of marketing and how
their needs and wants and wants. beginning using marketers influence our purchasing decisions. Attention is https://www.apple.co
(ACHEK017) Padlet to check paid to how marketing is tied to consumers needs and wants, m/au/imovie/
Enact a scenario the level of and how this can affect pricing. Students work in groups, and
Characteristics of exhibiting the understanding on the teacher monitors that work is on-task.
entrepreneurs, characteristics of the topic of
including the entrepreneurs as they marketing. Body: Students are given detailed instructions on the
behaviours and skills market a product / following task: They are to create a 3 minute video using
they bring to their service. Formative iMovie, featuring advertising language promoting a product
businesses (e.g. assessment for or service. They are to exhibit entrepreneurial characteristics
establishing a shared the main lesson, in the nature of their marketing. Students are given a
vision; and using iMovie to moment to ask questions before they begin. They are to
demonstrating demonstrate work in groups, with no more than 5 groups per class.
initiative, innovation entrepreneurial
and enterprise skills and Conclusion: Students present their videos to the class. Praise
(ACHEK019) enterprise. and constructive criticism is given by peers following each
presentation.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT and
LESSON other
Curriculum OBJECTIVE (what & how) EXPERIENCES
LINKS (Introduction, Body and Conclusion)

Week 3 How consumers rely on Identify the 4 influential Formative Introduction: Pose an Answer Garden question to the class: https://answergarden.
Lesson 2 businesses to meet factors of marketing – assessment at the What would influence your choice in buying a new ch/
&3 their needs and wants Product, Price, beginning using computer? After students have finished, categorise their
(double (ACHEK017) Presentation, and Place. Answer Garden to answers into 4 columns: Product, Price, Presentation, and https://create.piktocha
lesson) elicit factors Place, however don't reveal these are the actual names of rt.com/
Represent information Design an infographic influencing our the columns; they can simply be named “P”. Students are
and/or data using that intends to influence purchasing then to guess what they think the P's stand for in each of the http://hotpot.uvic.ca/
appropriate formats to public opinion, using as decisions, columns. Explain how these 4 factors influence our
suit audience and least one chart critically followed by an purchasing decisions.
purpose (e.g. selected for it's impact explanation.
tables/graphs, visual on target audience. Body: Students are given detailed instructions on the
displays, models, Summative following task: They are to design an infographic using
timelines, maps, other assessment Piktochart considering how marketing can influence public
graphic organisers) spanning two opinion. They must use at least one chart that suits the
(WAHASS76) lessons, creating a intended audience and purpose. Students are given a
Piktochart moment to ask questions before they begin. They are to
infographic work in groups, with no more than 5 groups per class. A
designed to rubric for the qualities assessed is provided. Students
influence public continue working on it after the short break between
opinion. Rubric: periods.
evidence of
calling to Conclusion: Groups who have finished early can do some
attention the 4 activities (crosswords, quizzes) created with Hot Potatoes to
P's, impact of revise the units' content. A period of time is reserved to
chart. Weighting showcase each groups work, with the groups themselves
30% of economics explaining the reasoning behind their designs. Work is
unit. submitted to Connect / Blackboard.