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SAMPLE PROGRAMSAMPLE PROGRAMBased on the new Commerce Course for New South Wales

Option Topic 2: Promoting and sellingUsing page references and examples from

New Concepts in CommerceS. Chapman, M. Freak

Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda)

Prepared by S. Chapman

Option 2 Promoting and selling Timing: 15-25 indicative hours

Focus: Students analyse the strategies that sellers use to promote products and maximise sales and evaluate the impact on consumers.


Syllabus outcomes

A student:

5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts

5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts

5.4 analyses key factors affecting commercial and legal decisions

5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues

5.7 researches and assesses commercial and legal information using a variety of sources

5.8 explains commercial and legal information using a variety of forms

5.9 works independently and collaboratively to meet individual and collective goals within specified timelines.

Resources: New Concepts in Commerce, Chapman & Freak: John Wiley


Option Topic 2 Promoting and selling

Students learn about: Students learn to: Teaching/Learning Activities

The selling process

factors which differentiate products

- service, convenience, value

- social and environmental

(Spread 6.1)

identify why consumers select particular products

discuss social, ethical and environmental considerations in promoting products

- Display three similar products (tins of baked beans or loaves of bread) and have students identify the points of differentiation

- Explain the purpose of product differentiation. Use example of motor vehicle models within and between manufacturers. Display advertisements for the range of motor vehicle models.

- Examine the two cafes on page 152 and list the features used by ‘Chez Paris’ to achieve product differentiation.

- Create an advertisement for a new model mobile phone that highlights its ‘exclusive’ features. Display the advertisements in the classroom.

- Examine three specific factors which differentiate products:

1. Service.

(a) Have students list restaurants that provide high levels of customer service. (b) Discuss the reasons why people would use a self-serve bistro instead of a full-service bistro.

2. Convenience.

(a) Have students identify products that are promoted as ‘convenience’ items.

(b) Identify the features that make the products ‘convenient’.

Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda) Page 5



The selling process (cont.)

factors which differentiate products (cont.)

- service, convenience, value

- social and environmental

(Spread 6.1)

identify why consumers select particular products

discuss social, ethical and environmental considerations in promoting products (cont.)

3. Social and environmental

(a) Discuss why some businesses are adopting a ‘green’ philosophy.(b) Use www.jaconline.com.au/commerce to access The Body Shop website. Examine and report on the ways The Body Shop is committed to selling and production practices that are environmentally friendly.

- Discuss the meaning of ‘value’.

- Have each student nominate something of value to him or her. Analyse the common elements between the items nominated.

- Analyse the phrase ‘value for money’.

- Brainstorm how a consumer can get value for money when making a purchase.

- Complete worksheet 6.1 ‘Product differentiation’.





product promotion strategies

(Spread 6.2)

identify a range of strategies used to promote products

- Have students complete the ‘Quick quiz’ on page 154.

- Explain the main role of promotion.

- Examine pages 154-156 to identify the four promotional strategies that make up the promotion mix.

- Brainstorm the strategies used to promote the school to the wider community. Evaluate their effectiveness.

- Use the CD-ROM to create a mind map highlighting the main features of the four main promotion strategies as shown in activity 8 on page 157.

- Examine the illustration showing the four main advertising media on page 155. Critically analyse examples of each form from both the business’ and the consumers’ viewpoint.

- Discuss the emergence of the Internet as an advertising media.

- Complete activity 5 on page 157 to determine the most appropriate advertising medium for a range of products.

- Debate the following statement: ‘Advertising manipulates consumers into buying products they do not need.’

- Group work. Design a television advertisement to promote your school. Refer to activity 11 on page 157 for details.

- Complete worksheet 6.2 ‘Product promotion strategies – you be the judge’





product promotion strategies (cont.)

(Spread 6.2)

identify a range of strategies used to promote products (cont.)

discuss the role of gender in product promotion

- ICT activity. Design a media release to advertise the opening of a new music store. Refer to activity 10 on page 157 for specific details. Use computer graphics software to design the media release.

- Role play a series of personal selling situations. Discuss the advantages and disadvantages to both the business and consumer of this promotional strategy.

- Case study. Have students select a well-recognised brand name such as iPod, Coca-Cola, Nike etc and have them research and report on the range of promotional strategies these organisations use.

- Explain the meaning of ‘gender stereotyping’.

- Use a range of magazines to examine the role of gender in product promotion. For example, compare the products promoted for Mother’s Day and Father’s Day.

- Read and discuss the Com Fact on page 157.

- Evaluate the effectiveness of Section 2.1 against a range of print and electronic advertising.

- ICT activity. Have students prepare a newspaper or television report examining gender stereotyping in product promotion. Present the reports to the rest of the class.




Targeting customers

processes used to identify target markets

(Spread 6.3)

match appropriate target markets for particular products

identify how promotion strategies target particular groups in the community

- Newsagent analysis. Examine the photo of a newsagent’s magazine rack on page 159. Relate market segmentation to the range of magazines available.

- Explain how market segmentation and target markets are linked.

- Examine ‘Selecting a market segment to be the target market’ on page 158.

- Identify the main features used to segment a market

- Have students list the magazines they and their family members purchase. Discuss why magazine companies (use PBL as an example) publish such a wide range of product.

- Examine the two photos of different target markets shown on pages 158-59. Have students list 10 products each target market would be likely to purchase.

- Target market identification exercises. Determine the target market for a range of products as shown in:(a) activity 3, page 159(b) activity 6 page 159.

- Brainstorm. Identify the school’s target market. Discuss why having a clear understanding of the target market improves the success of a business’s promotion strategies.




Targeting customers (cont)

legal and ethical issues associated with product promotion strategies

(Spread 6.4)

research and discuss a range of legal issues associated with product promotion

research and discuss a range of ethical issues associated with product promotion

- Ask student what they think the word ‘special’ means when it is placed above a product on sale. (The most likely response: cheaper. However, other possible meanings could be ‘contains unique qualities’; ‘one of a kind’; ‘out of the ordinary’ etc. ant not a reduction in price.)

- Discuss the meaning of misleading and deceptive advertising. Provide examples.

- Introduce the Trade Practices Act 1974 and its relevance to advertising.

- Internet activity. Access the Australian Competition and Consumers Commission – www.accc.gov.au - and go to the section dealing with false and misleading advertising. Discuss some of the cases presented.

- Read and discuss the:(a) McDonald’s ‘grilled chicken burger’ case as outlined on page 160.(b) Com Fact on page 160.

- Examine the difference between legal (society’s established rules governing behaviour) and ethical (morally right or wrong) issues. (Use the school ‘rules’ and ‘personal behaviour’ as examples.)

- Have students devise a ‘Code of Classroom Ethics’. Examine why agreement may be difficult to obtain.

- Have students recall the sponsors of sporting teams.




Targeting customers (cont)

legal and ethical issues associated with product promotion strategies (cont.)

(Spread 6.4)

research and discuss a range of ethical issues associated with product promotion (cont.)

- Examine the illustration on page 160. Have students present arguments for and against sponsorship arrangements involving schools.

- Create a poem, rap song or story about the ethical issues involved with school sponsorship.

- Discuss the meaning of the cartoon on page 161. Create another cartoon showing the alternative viewpoint.

- Debate the statement: ‘Product promotion encourages materialism.

- Watch a segment of a movie to indicate examples of product placement. Use the photo on page 161 as a discussion starter.

- Discuss the ethical issues involved with product placement.

- Role play a situation involving sugging. Suggest reasons why sugging may be an unethical practice.

- Group work. Prepare a report critically analysing the ethical issues involved in:(a) advertising to young children during morning television programs(b) using sexual overtones and imagery in advertising.

- Discuss why it is sometimes difficult to decide whether a promotion strategy is ethical or unethical.

- Complete worksheet 6.3 ‘Create an advertising storyboard’.




Applying selling techniques

processes associated with the development and implementation of selling techniques for a particular product or service

(Spread 6.5)

analyse the selling techniques used to market a product or service to maximise profit

investigate a number of these selling techniques for a product

- Case study: Coca-Cola. Read page 162 and outline a brief history of Coca-Cola. (Accessing the latest Coca-Cola Amatil annual report – www.cca.com.au - will provide up-to-date company information including sales and revenue.

- Examine the two advertisements shown on page 162. What is the message the Coca-Cola Company has adopted in its advertisements?

- Discuss the following statement: ‘Any business that neglects to develop effective selling techniques will almost certainly experience low levels of sales and reduced profit levels.’

Analyse the selling techniques of the Coca-Cola Company as highlighted on page 163.

- Have students select three selling techniques used by the Coca-Cola Company and explain how each one helps the company increase its sales. Have students report their answer to the rest of the class.

- Investigation and ICT activity. Have students select a product or service with which they are familiar. Research and prepare a report on the selling techniques used by the business. The report could be presented as a multimedia presentation.

- Internet activity. Read about the intellectual property used by the Coca-Cola Company to sell its products. Use www.jaconline.com.au/commerce to access the Intellectual Property Australia link. Investigate the nature of intellectual property.




Applying selling techniques (cont.)

monitoring and evaluating selling techniques

(Spread 6.6)

evaluate the effectiveness of the selling technique of a particular product

evaluate the effectiveness of selling techniques on consumers

- Interview. Read the interview on pages 164-65. Discuss how a business can evaluate the effectiveness of its selling techniques on the customer?

- Compare evaluating sales data to school grades – they both evaluate performance.

- Explain the statement: ‘Any business that fails to monitor its sales will not be able to evaluate the effectiveness of its selling technique.’

- Evaluation exercise – ‘Sales for Oz-T-Shirts 2nd quarter’ page 165. Complete activities 7 and 8 on page 165.

- Using the example of Coca-Cola evaluate the effectiveness:

(a) of the selling techniques for the business

(b) of the selling techniques on consumers.

- Complete worksheet 6.4 ‘Strategies for product selling and promotion’

- Complete worksheet 6.5 ‘Topic test – promotion and selling’.


STAGES 4 AND 5 COMMERCE REGISTER

OPTION TOPIC 2: PROMOTING AND SELLING

AREAS OF STUDY: The selling process Targeting consumers Applying selling techniques

Teacher’s Name ______________________________ Date commenced _________________ Date completed _______________

Content examined: Outcomes achieved:

Teaching/Learning activities used

Mind maps Discussion Locating information Accessing websites ICT applications

Point summary Individual research Group research Explanation Brainstorm

Cloze exercise Debate Roleplay Statistical analysis Graph interpretation

Cartoon interpretation Diagram Mathematical computation Video/DVD Oral presentation

Reading Comprehension Model construction Case study Media article

Note taking Text exercise Topic summary Pre/post tests Guest speaker

Excursion Problem solving Simulation exercise Graph construction CD-ROM Analysing information Lecturette Commerce quiz Test item SurveyEvaluation of program:

Additional resources:


Some useful Internet sites

www.fed.gov.au (go to consumer protection)

www.consumer.gov.au (Ministerial Council on

Consumer Affairs)

www.consumeronline.gov.au

www.asic.gov.au (go to fido)

www.scamwatch.gov.au

www.legalaid.nsw.gov.au

www.liac.sl.nsw.gov.au (Legal Information Access

Centre)

www.ombo.nsw.gov.au (Ombusman)

www.industrialrelations.nsw.gov.au

www.asx.com.au

www.choice.com.au

www.dollarsandsense.com.au

www.infochoice.com.au

www.fpa.asn.au

www.wesleycreditline.org

www.ethics.org.au

www.fairtrading.nsw.gov.au

www.accc.gov.au

Commerce is an interesting, exciting and highly relevant subject. I wish you well for the new course.

Stephen Chapman


http://www.accc.gov.au/

http://www.fairtrading.nsw.gov.au/

http://www.wesleycreditline.org/

http://www.fpa.asn.au/

http://www.infochoice.com.au/

http://www.dollarsandsense.com.au/

http://www.choice.com.au/

http://www.asx.com.au/

http://www.industrialrelations.nsw.gov.au/

http://www.ombo.nsw.gov.au/

http://www.liac.sl.nsw.gov.au/

http://www.legalaid.nsw.gov.au/

http://www.scamwatch.gov.au/

http://www.asic.gov.au/

http://www.consumeronline.gov.au/

http://www.consumer.gov.au/

http://www.fed.gov.au/

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