Assignment 1

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102087 – Curriculum 1A 2018 1H
Table of Contents
Lesson Plan 1 2
Lesson Plan 2 7
Lesson Plan 3 12
Critical Reflection 17
Reference List 20
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Lesson Plan
Topic area: Stage of Learner: Syllabus Pages:

Promoting & Selling 5 28 & 29
Date: Location Booked: Lesson Number: /
Term 2
Time: 60 minutes Total Number of students Printing/preparation
Outcomes Assessment Students learn about Students learn to

Syllabus outcomes - Unjumble the word - Processes used to identify - Match appropriate target
- Analyses key factors affecting - Questioning target markets markets for particular products
commercial and legal decisions - Survey
- Class discussion - Legal and ethical issues - Identify how promotion
- Works independently and - Summary associated with product strategies target particular
collaboratively to meet individual and - Class review promotion strategies groups in community
collective goals within specific
timelines
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills
- ICT Market Research
- Personal and social capability
- Ethical understanding
- Numeracy
- Literacy
Quality Teaching Elements (lesson focus) Highlight the appropriate areas
Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
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How the quality teaching elements you have identified are achieved within the lesson.
Teaching Indicators of presence in the lesson

element
2.2 Engagement Students are actively participating in the questionnaire and classroom discussion
3.1 Background Students are bringing together the two concepts of market and research together to build
knowledge the understanding of what market research is using think-pair-share
3.5 Students explore commonalities with peers from data interpretation of survey results. The
Connectedness survey is about mobile phones. Something many students have in common.
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Time Teaching and learning actions Organisation Centred

T/S
10mins Lesson Starter – Unjumble the Word Teacher: S
Students to: - Write up the jumbled word for today
- unjumble the word “TARGET-MARKET” (5 POINTS) - Write up the lesson breakdown
- provide a brief definition (3 POINTS) - Monitor students
- write three examples of a target market (1 POINT EACH) - Tally & record points
- make smaller words from the word target market - Facilitate classroom discussion
(1 POINT EACH) Student:
- Complete lesson starter
Lesson Update - Engage in class discussion
Facilitate class discussion on the word for today Resources:
- Whiteboard
What did we learn last lesson about target markets? - Markers
What are target markets?
Why are target markets important?
Introduce lesson breakdown for today
20mins Introduction – Market research Teacher: S

Students to think-pair-share market research - Facilitate classroom discussion
- Monitor students
What do they think market research is? - Provide feedback to students
What does it relate to? Student:
Who does it involve? - Engage in think-pair-share
Why is it important? - Actively listen
Have you been involved in market research? - Actively watch video
- Complete summary
Video – Why is Market Research Important? Resources:
Students to think-pair-share importance of market research https://www.youtube.com/
watch?v=1Fja06iCIE0
Has your understanding on the importance of market
research changed? If so, how? If not, why not?
Write a short summary of market research
25mins Market Research in Play Teacher: S

Students to complete the online survey about mobile - Conduct class market research
phones and their phone use - Facilitate classroom discussion
- Monitor students
Students to interpret and analyse data from the survey. Student:
Think-pair-share formulated opinion about the class from - Participate in survey
the results - Analyse data
- Engage in class discussion
What did you learn about the class? - Actively listen
What were the common themes and outliers of the Resources:
results from the questionnaire? https://www.surveymonkey.com/
What did you find interesting? r/6NP8XG5
How do you think this information can be used?
Are there ethical and legal issues with the way the
information can be used?
Who would use this information?
What could this information be used for?
Do you think these results could apply for the entire
school?
5mins Lesson Update Teacher: T/S

Review the contents of today’s lesson - Review content
- Monitor students
Students to write 3 things they have learnt this lesson Student:
Students to pack-up
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- Actively listen
- Write 3 new things
- Pack-up
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
It is important to make content relevant to students to fully engage their participation with
activities. There is no requirement to pack each lesson with so many activities.
How am I measuring the outcomes of this lesson?
Learning Outcome Method of measurement and recording

Analyse key factors affecting Student participation in think-pair-share and classroom
commercial and legal discussion
decisions
Works independently to meet Unjumble the word using the point system and student
individual goals within specific participation in classroom discussion
timelines
Other considerations
Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.
Graduate Evidence within this lesson

Standards
2.2 Lesson has an introduction and conclusion. Activities increase in difficulty
2.5 Written summary and interpretation and analyse of data
3.1 Lesson breakdown to establish learning goals
4.2 Lesson breakdown to provide clear direction of classroom activity for
students
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
Squareone. (2015). Why Market Research is Important. [Online]. Available from:

https://www.youtube.com/watch?v=1Fja06iCIE0
Resources Attached:
You must list all the resources that you have created or found in this space.
https://www.surveymonkey.com/r/6NP8XG5
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Lesson Plan

Term 2

Syllabus outcomes Lesson assessment - Processes used to identify - Match appropriate target
- Applies consumer, financial, business, - Unjumble the word target markets markets for particular products
legal and employment concepts and - Questioning
terminology in a variety of contexts - Class discussion - Identify how promotion
- Concept map strategies target particular
- Analyses key factors affecting - Class review groups in community
commercial and legal decisions
- Works independently and

collaboratively to meet individual and
timelines
- Personal and social capability Market research
- Literacy

and among students.
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element
1.5 Introduction and use of technical terminology
Metalanguage
2.4 Social Students are given the option to work in groups for social support in the concept map task
support
3.3 Knowledge Students integrate knowledge of ICT to create concept map

integration
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T/S
- unjumble the word “MARKET-RESEARCH” (5 POINTS) - Write up the lesson breakdown
- write three examples of a market research (1 POINT EACH) - Tally & record points
- make smaller words from the word market research - Facilitate classroom discussion
(1 POINT EACH) - Mark roll
Lesson Update Student:

Facilitate class discussion on the word for today - Complete lesson starter
What did we learn last lesson about market research?
What is market research? Resources:
Why is market research important? - Whiteboard
- Markers
20mins Market Research Review Teacher: T

Students to copy and discuss PowerPoint on the purpose of - Explain PowerPoint
market research - Monitor students
- Facilitate classroom discussion
Students to complete set questions - Provide feedback to students
Student:
Students to discuss answers as a class - Copy PowerPoint
- Actively listen
- Complete questions
Resources:
Market Research PowerPoint
25mins Types of Market Research Concept Map Teacher: S

Students to research different forms of market research and - Scaffold & explain task
create a concept map. Things to include: - Monitor students
- Provide feedback to students
- Definitions of primary, secondary, quantitative & - Help students in need
qualitative research Student:
- Types of primary & secondary research - Actively listen
- Provide examples of when each can be used - Create a concept map
- Work individually or in groups of 2/3
Note: students have the choice to work individually or Resources:
groups of 2 or 3. Students have the choice to create posters - Coloured poster paper
or use padlet.com - Coloured markers & pencils
5mins Lesson Update Teacher: S

- Monitor students
Students to write 3 things they have learnt this lesson Student:
- Actively listen
Students to pack-up - Write 3 new things
- Pack-up
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Reflection
What have I learned about the teaching and learning process when preparing this lesson?
It is important to have a mixture of both teacher and student-centred learning tasks
throughout each lesson. Managing time is crucial for each lesson.

Applies business concepts and Students to create concept maps using metalanguage
terminology in a variety of
contexts
Works independently and Students have the option to work both individually and in
collaboratively to meet small groups to create concept maps. Teacher should
individual and collective goals monitor students’ progress and input in each group
within specific timelines
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Standards
1.2 Giving students the option to work in groups or individually. Some students
work better in groups whereas others work better individually
4.1 Giving students the option to work in groups supports student participation
in classroom activities
5.2 Monitor students to provide immediate feedback on their learning
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Scissors may be involved when students create concept maps on poster paper.
Minimise harm by reminding students the correct way to carry them and to pass
scissors along.
References (In APA)

You must list all references that you have used for the content and resources of this lesson
in this space.
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Resources Attached:
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Lesson Plan

Term 2 Library

Syllabus outcomes Lesson assessment - Processes associated with - Investigate a number of these
- Analyses key factors affecting - Unjumble the word the development and selling techniques for a product
commercial and legal decisions - Scattergories table implementation of selling
- Product promotion techniques for a particular - Identify and investigate
- Monitors and modifies the strategy product or service current issues relating to the
implementation of plans designed to promotion and selling of goods
solve commercial and legal problems - Current issues involving and services and the impact on
and issues promoting and selling goods consumers
and services
- Researches and assesses commercial
and legal information using a variety of
sources
- Works independently and

collaboratively to meet individual and
timelines
- Personal and social capability Product promotion
- Literacy
- Critical and creative thinking
- Ethical thinking

and among students.
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element
1.4 High-order Students are creating their own product promotion strategy plan for a given product
thinking
2.3 High Students are provided with a scaffold for the product promotion strategy plan. It is clear
expectations that expectations are high and the task is challenging
3.4 Inclusivity Students are to work in groups when completing the product scattergories and the product
promotion strategy plan
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T/S
- unjumble the word “SECONDARY-RESEARCH” (5 POINTS) - Write up the lesson breakdown
- write three examples of a secondary research - Tally & record points
(1 POINT EACH) - Facilitate classroom discussion
- make smaller words from the word secondary research - Mark roll
(1 POINT EACH) Student:
- Complete lesson starter
Lesson Update - Engage in class discussion
Facilitate class discussion on the word for today Resources:
- Whiteboard
What did we learn last lesson about the purpose of - Markers
market research?
What are some examples of the types of market
research?
Why are there different types of market research?
10mins Product Promotion Scattergories Teacher: S

Students to work in small groups of 3 or 4 to fill out the - Explain task
following table. Each category must start with the same - Monitor students
letter. Each round a student will select a letter - Facilitate classroom discussion
- Provide feedback to students
Product Feature Benefit Drawback Student:
Salmon Sticky Source of Smelly - Work in small groups
protein - Complete scattergories table
- Actively llisten
Resources:
Note: the best scattergories row will be presented to the Product Promotion Scattergories table
class to discuss
35mins Product Promotion Strategy Teacher: S

Students to work in small groups of 4. Students to create a - Scaffold & explain task
product promotion strategy for a selected product. For the - Monitor students
product promotion strategy students will: - Provide feedback to students
- Help students in need
- select a product of interest Student:
- describe how the product is differentiated - Work in small groups
- list the target market/s for the product - Create a product promotion strategy
- create promotion strategies to sell the product Resources:
- describe current difficulties that affect the promotion
of the product
- present to the class of findings
Note: a group leader will be chosen from each group to

delegate tasks in their group. Students will be given another
lesson to complete task
5mins Lesson Update Teacher: T/S

- Monitor students
Remind students of the product promotion strategy task Student:
- Actively listen
Students to pack-up - Pack-up
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Reflection
What have I learned about the teaching and learning process when preparing this
lesson?
Tasks where students are to create a plan requires additional time. It is okay for
students to have extra time in the next lesson.

Monitors and modifies the Students to create a product promotion strategy plan for
implementation of plans a given product
designed to solve commercial
and legal problems and issues
Researches and assess Students to create a product promotion strategy plan for
commercial and legal a given product. Students may use laptops for research or
information using a variety of use the library for research
sources
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Standards
2.2 Introduction and conclusion to the lesson and a gradual increase of
difficulties for activities
2.6 Students to complete a research project
3.1 Learning goals are established at the beginning of the lesson to provide
achievable challenges for students
WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
References (In APA)

You must list all references that you have used for the content and resources of this
lesson in this space.
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Resources Attached:
Product Feature Benefit Drawback
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Critical Reflection
The above lesson plans are for the option: Promoting and Selling in the
Commerce Syllabus. The lesson plans are created for schools located in a medium
socioeconomic setting where there is little diversity in the school. Students are
requirement to carry laptops for use in class when it is required. It is assumed that all
classrooms have an overhead projector so that the teacher can connect a device to.
The lessons seek to establish a positive learning environment within the classroom
using a range of teaching and learning activities. These activities include: unjumble
the word, think-pair share, the creation of concept maps and a product promotion
strategy plan and formative assessment throughout each of the three lessons. This
critical reflection provides an explanation for using certain activities in the classroom
and how these activities enhance the learning of students.
Each lesson will have the same structure with a lesson starter and a
conclusion. Students will become accustomed to the way in which each class will run,
thus becoming a regular routine. It is important that students are aware of their routine
so that they are better able to prepare for each lesson (Ashbridge & Josephidou,
2018). Students understand what to expect from each class and what is expected of
them. Routines are key for classroom management (Rawlings Lester, Allanson &
Notar, 2017). Every lesson begins with an unjumble the word, followed by three small
tasks that are carried out by the students. This caters to the needs of students with a
range of abilities. The word of the day relates to content from the previous lesson and
allows students to re-explore these concepts in the current lesson through class
discussion. The small tasks involve both open and closed ended questions to allow for
differentiation in the classroom, thus meeting the needs of all students (Boaler, 1998).
The purpose of these questions enable gifted and talented students to remain
challenged, yet still cater to the needs for students with additional learning needs.
Additional questions do not need to be added, as this is often a demotivator for
students in the classroom (Siegle, Rubenstein & Mitchell, 2014). During this time, the
teacher is also able to walk around the class to update students that have missed
previous classes.
There are aspects of collaborative learning throughout each lesson. This
enables students to seek for additional support from their peers like in think-pair-share
activities. Students are reassured by their peers before contributing to the entire class
their thoughts and ideas on the subject matter. This builds student confidence and
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strengthens the understanding of concepts learnt in the classroom (Popescu, 2014).
Think-pair-share enables students to individually reflect on and consider the subject
matter before discussing their theories in small groups (Sampsel, 2013). This provides
students with a safety net as conversations with peers offer students a chance to
change and/or improve their theory, improving student confidence during classroom
discussions. This activity encourages student participation to classroom activities as
the all students have the opportunity to add to the smaller discussions within their
group (Sampsel, 2013). To facilitate for differentiation in the classroom, think-pair-
share enables high order thinking students to critically discuss and analyse ideas
collectively and for low order thinking students to brainstorm their opinions in smaller
groups before sharing to the class (Sampsel, 2013). Think-pair-share promotes a
positive learning environment that engages students with diverse learning needs.
Furthermore, the creation of concept maps and the production promotion
strategy plan promotes student self-regulation and cooperative learning in the
classroom. For the concept map, students are given the option to work individually or
in groups. Students also have the choice to create their concept maps on poster paper
or using the online mind map padlet.com. This flexibility promotes key behavioural
skills that builds trust between students and teacher (Tadich, Deed, Campbell & Prain,
2007). Students feel a greater sense of ownership to their work, thus resulting in
positive academic achievements. Giving students choice promotes a positive learning
environment. For the production promotion strategy plan, each group is to elect a
group leader whom will overlook the entire project. Their role is to delegate tasks and
make sure each member contributes and is working together to complete the task. The
group leader will help regulate the students in their group. The added pressure to
present the project will push students to complete it at a higher standard (Tadich,
Deed, Campbell & Prain, 2007).
Throughout each of the three lesson plans, formative assessment enables the
teacher to monitor the progress of students to provide immediate feedback (Cartney,
2014). Each activity in the lesson plan allows student progress to be monitored and
assessed. The lesson starter and conclusion allow the teacher to understand if students
have retained information from the previous lesson and the current lesson. It is a form
of formative assessment that is efficient and effective in determining student
knowledge and understanding. Further class discussions identify areas of need.
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Immediate teacher feedback allow for the gaps in student knowledge to be filled for
student academic success (Cartney, 2014).
In conclusion, the three lesson plans utilise various teaching and learning
strategies to engage and motivate students. It is crucial to incorporate student centred
learning activities to promote a positive learning environment that caters to the needs
of the diverse learners in the class. A clear structure of each lesson enables students to
become self-regulated and thus prepared for each class. Collaborative learning builds
and reinforces student relationships in the classroom, thus further encouraging a
positive learning environment. Overall, it is important that students are continued
assessed on their progress to achieve student success.
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Reference List
Ashbridge, J., & Josephidou, J. (2018). Classroom organisation and the learning
environment.
Boaler, J. 1998. Open and closed mathematics: Student experiences and
understandings. Journal for research in mathematics education, 41-62. DOI:
10.2307/749717
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic
achievement in online higher education learning environments: A systematic
review. The Internet and Higher Education, 27, 1-13. DOI:
10.1016/j.iheduc.2015.04.007
Cartney, P. (2014). Exploring the use of peer assessment as a vehicle for closing the
gap between feedback given and feedback used. In Approaches to Assessment
that Enhance Learning in Higher Education (pp. 71-84). Routledge. DOI:
10.1080/02602931003632381
Popescu, E. (2014). Providing collaborative learning support with social media in an
integrated environment. World Wide Web, 17(2), 199-212. DOI:
10.1007/s11280-012-0172-6
Rawlings Lester, R., Allanson, P. B., & Notar, C. E. (2017). Routines are the
foundation of classroom management. Education, 137(4), 398-412.
Sampsel, A. (2013). Finding the Effects of Think-Pair-Share on Student Confidence
and Participation. Honors Projects, 28(4), 1-19. Available from:
http://scholarworks.bgsu.edu/cgi/viewcontent.cgi?article=1029&context=hono
rsprojects
Siegle, D., Rubenstein, L. D., & Mitchell, M. S. (2014). Honors students’ perceptions
of their high school experiences: The influence of teachers on student
motivation. Gifted Child Quarterly, 58(1), 35-50. DOI:
10.1177/0016986213513496
Tadich, B., Deed, C., Campbell, C., & Prain, V. (2007). Student engagement in the
middle years: year 8 case study. Issues in Educational Research, 17(2), 256-
271.
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Quynh-Anh Tran

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Introduce lesson breakdown for today

20mins Introduction – Market research Teacher: S

Write a short summary of market research

25mins Market Research in Play Teacher: S

5mins Lesson Update Teacher: T/S

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Squareone. (2015). Why Market Research is Important. [Online]. Available from:

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

- Works independently and

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

3.3 Knowledge Students integrate knowledge of ICT to create concept map

Time Teaching and learning actions Organisation Centred

Lesson Update Student:

20mins Market Research Review Teacher: T

25mins Types of Market Research Concept Map Teacher: S

5mins Lesson Update Teacher: S

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Topic area: Stage of Learner: Syllabus Pages:

Outcomes Assessment Students learn about Students learn to

- Works independently and

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Teaching Indicators of presence in the lesson

Time Teaching and learning actions Organisation Centred

Introduce lesson breakdown for today

10mins Product Promotion Scattergories Teacher: S

35mins Product Promotion Strategy Teacher: S

Note: a group leader will be chosen from each group to

5mins Lesson Update Teacher: T/S

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

Graduate Evidence within this lesson

References (In APA)

Product Feature Benefit Drawback

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