LEARNING EXPERIENCE

(LESSON PLAN)

Pre-Service Teacher’s Name Stefano Albert

Year 11 Date 22/5/2020 Time 60 mins

Key Learning Area(s) Business studies

Learning Purpose - brief and explicit description of the purpose of the lesson and the outcomes expected
The purpose of this lesson is to get students to understand the various role of
business with a specific focus on the production of goods and services.
Students will have the opportunities to engage in group activities and share
their ideas with reference to the topic at hand.

Links with previous learning and links to other KLAs

No links with previous learning as this is a new topic

Syllabus outcome/objectives(s) Indicators / Content (List up to 3)

Pre 2012 Post 2012 NESA
Syllabus
P1 discusses the nature of business, its role in
society and types of business structure
P2 explains the internal and external
influences on businesses
P6 analyses the responsibilities of business to
internal and external stakeholders
Role of business
 Identifying the primary role of a
business which is the production of
goods and services
 Identifying the role and importance of
business to the Australian Economy

P7 plans and conducts investigations into

contemporary business issues

P8 evaluates information for actual and

hypothetical business situations

Cross-curricula priorities
Aboriginal and Torres Strait Islander histories and Sustainability  
cultures  
Asia and Australia's engagement with Asia   Difference and diversity 
Civics and citizenship  Work and enterprise
General capabilities
Critical and creative Intercultural understanding Numeracy
thinking
Ethical understanding Personal and social Literacy
capability
 Information and communication technology capability
Quality Teaching elements
Intellectual Quality
Deep knowledge
Deep understanding
Problematic knowledge
Higher order thinking
Metalanguage
Substantive communication
Quality learning Significance
environment
Explicit quality criteria Background knowledge
Engagement Cultural knowledge
High expectations Knowledge integration
Social support Inclusivity
Students’ self-regulation Connectedness
Student direction Narrative
Sequence of Teaching/Learning experiences Teaching strategies Assessment Time Resources

BEFORE CLASS: PowerPoint Slides,

 Organization of classroom to ensure projector and computer is Worksheet, Class
completely functional activities
 Ensure PowerPoint slides to be ready
 Print off additional Worksheet and Class activities to be
handed out to each student

INTRODUCTION Textbook,
 Class settles in with textbook (Business studies in action 4 th Laptop/iPad,
edition), (1.1 The Nature of business) Worksheet
 Administration to ensure roll is checked and to provide any
important announcements

SLIDE 1 & 2
Whole Class, Direct Informative Assessment 2 mins PowerPoint Slides
 Teacher introduces the topic of the day “The Nature of
Instruction - Ensure students
Business”
 Teacher outlines the proposed “Learning Outcomes” from the understand the
“Business Studies stage 6 syllabus (2010)” outline and
instructions of today’s
 Teacher to instruct students to write down the learning
lesson
outcomes and their personal goals that they want to achieve
by the end of the unit
 Teacher to distribute the worksheet and provide instruction to
students to fill the worksheet that will be used as their personal
notes

SLIDE 3
 CLASS ACTIVITY 1: MIND MAP Whole class discussion Informal Assessment 2 mins Whiteboard,
 Teacher to engage students with an Open Question in form of (targeted questioning), - To build interest and PowerPoint Slide
Mind Map Differentiation (Visual Aids) engagement towards
 Open Question: the topic
o “Identify some business that you have encountered - Low order question
during the last 2 weeks?”
 Teacher to randomly select 6 – 8 students to provide answers

 Expected Answers:
o McDonald’s, KFC, Coles, Woolworths, Aldi, etc.
  Teacher to provide engaging feedback to the answer such as:
o Excellent / Nice / Brilliant / Lovely
 Teacher to list down all the answers on the whiteboard using a
“Mind Map” with “Business” as the middle point

SLIDE 4 Direct Instruction Informative Assessment 2 mins PowerPoint Slides,

 Teacher to define “Business” - Clearly defining topic Textbook pp.5,
- Engaging use of Worksheet
 Q: “What is a Business?”
 A: Group of people that makes and sells us things we want or Worksheet
need to make money
 Teacher to put stronger tone when speaking the underlined
words to emphasis its importance
 Teacher to randomly select 1 student to read aloud the
description on the slides
 Teacher to instruct students to fill the definition on their
worksheet

SLIDE 5 & 6 Direct Instruction Informative Assessment 5 min PowerPoint Slides,

- Clearly identifying the Worksheet
 Teacher to explain the importance of business for an
“Individual” and “Australian Economy” importance of
o For individual: business for an
 Provide better understanding of how “Individual” and
businesses are established “Australian Economy”
 Provide insight into different roles – Differentiation (Visual Aids)
Consumer, Investor, Business owner, and
Employee
 Teacher to explain further with the help of the
diagram on the slides
o For Australian Economy
 Teacher to explain the importance of business
for the Australian Economy with the help of the
diagram on the slides
 Teacher to instruct students to fill the various importance on
their worksheet Formative Assessment 10 mins Worksheet
Direct Instruction, Student
centered, Small group of 2 - To assess student’s
SLIDE 7 understanding
 CLASS ACTIVITY 2: THINK PAIR SHARE
o Form 12 pairs of 2 people with mixed abilities for a
discussion
 o TASK:
 Describe the 3 most important functions of
business according to your group
 Explain why the functions is chosen to be the
3 most important functions to the Australian
Economy
 Each group will have 5 minutes discussion
 During the activity, Teacher will walk around the class to
ensure each group stays on task and answer any content
related questions
 Teacher to randomly select 3 - 5 pairs to share their answers
 Teacher to provide engaging feedback to the answer such as:
Excellent / Nice / Brilliant / Good responses
 Teacher to correct or justify the answers if necessary
3 mins Whiteboard,
Whole class discussion Informal Assessment PowerPoint Slide
SLIDE 8 (targeted questioning) - Low order question
 Open Question:
o “Identify 1 common feature shared by these example
of businesses”
o Teacher to refer to the “Mind Map” drawn from
previous question
 Teacher to randomly select 3 students to provide answer

 Expected Answers:
o Selling Goods, providing services, Looking for profit
 Teacher to provide engaging feedback to the answer such as:
o Excellent / Nice / Brilliant / Perfect 2 mins Whiteboard,
 Teacher to list down all 3 answers on the whiteboard Direct Instruction Informative Assessment Textbook pp.5,
PowerPoint Slides
SLIDE 9
 This is a continuation from slide 8
 Teacher to conclude that the common feature shared by these
examples of business is that they produce a product (Goods or
Services) which is sold in the market
 Teacher to furtherly explain that the primary role of business is
to satisfy these never ending wants by producing products the
customer demands
o Example: Foods to eat, Clothes to wear, House to live
 5 mins Whiteboard,
Direct Instruction PowerPoint Slides
SLIDE 10 - Clearly explaining the Informative Assessment
 Teacher to explain the role of business to produce “Good” and definition of “Goods”
“Services” and “Services”
 Q: “What is Goods?”
 A: Items that is “TANGIBLE” – Can be physically touched and
seen
o Example: Coles sells us goods such as fruits and
vegetables
 Q: “What is Services?”
 A: Is “INTANGIBLE” – Things done for us by others (an
experience)
o Example: Hairdresser, Taxi
 Teacher to put stronger tone when speaking the underlined
words to emphasis its importance
 Teacher to randomly select 2 students to read aloud the
description on the slides
 Teacher to instruct students to fill the definition on their 15 mins Worksheet
worksheet Direct Instruction,
Differentiation (Visual Aids), Formative Assessment
SLIDE 11 Whole class discussion - To assess student’s
understanding of the
 CLASS ACTIVITY 3: DIFFERENTIATING GOODS AND
topic that have been
SERVICES taught during today’s
 TASK (INDIVIDUAL): lesson
o Create 2 Mind Maps – 1 for Goods and 1 for Services
o Identify at least three illustrations of that type of
product for each category
o Explain why the item is a good or a service
 EXPECTED ANSWERS:
o Gardening business: Gardeners provide a service by
taking care of people’s lawn and gardens
o Singer: A singer sings for others which will be
considered as a service as there are no goods that
can felt or touched
  During the activity, Teacher will walk around the class to
ensure each group stays on task and answer any content
related questions
 Teacher to randomly select 3 - 5 students to provide 1 answer
each
 Teacher to provide engaging feedback to the answer such as: 2 mins PowerPoint Slides,
o Excellent / Nice / Brilliant / Perfect Google Classroom
 Teacher to correct or justify the answers if necessary Whole class discussion
(Targeted Questioning), Informative Assessment
Direct Instruction
SLIDE 11
 Teacher to summarize the lesson and ask if any of the
students have questions regarding today’s lesson
 Teacher to inform students that the slides will be available
through Google Classroom
 Teacher to instruct all the students to email their filled
worksheet and notes from the case study activity through
Google Classroom to be checked
 Teacher to instruct all the students to also email their list of
personal goals that they would like to achieve
 Teacher to provide a brief outline of next lesson’s topic from
the “Business studies stage 6 syllabus (2010)”
 Teacher to thank all the students for the attentions and
participations on today’s class and finally dismiss the class
Links with further learning
- The other functions of business including profit, employment, income, choice, innovation,
entrepreneurship, wealth, and quality of life

- The relationship between various businesses’ functions

Reflection after Teaching

Student learning (give examples of how you know that students have learned the skills and
understandings taught, and identify areas that still need addressing)

Teaching skills and strategies (Critical evaluation/ reflection of two or three key aspects of your
teaching)