Activity Introduction

Quick summary: $20 Boss is an entrepreneurship program for secondary school students. It builds enterprise skills and teaches students how to be entrepreneurial. In this lesson, students will watch a short clip that explores the concept of Purple Cow Marketing, then complete a ‘Plus-Minus-Interesting’ visible thinking routine to synthesise their understanding. They will interview a peer to better understand people’s experiences of marketing, then will work in their business teams to consider their target customer and plan and implement a marketing strategy for their own product or service.

 

Foundation for Young Australians logo

This lesson has been developed in partnership with the Foundation for Young Australians. 
FYA is all about backing the next generation of young people who are going to rethink the world and create a better future.

 

Learning intentions
Students will:

  • understand what effective marketing looks like

Enterprise skills in action:

 Creativity and innovation Critical thinking Problem solving
Project managementTeamwork     

 

Australian Curriculum Mapping

Content descriptions:
HASS – Economics and Business
Year 7

  • The ways consumers and producers interact and respond to each other in the market (ACHEK017)
  • Characteristics of entrepreneurs and successful businesses (ACHEK019)
  • Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES024)
  • Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES025)
  • Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES026)

Year 8

  • Types of businesses and the ways that businesses respond to opportunities in Australia (ACHEK030)
  • Generate a range of alternatives in response to an observed economic or business issue or event, and evaluate the potential costs and benefits of each alternative (ACHES035)
  • Apply economics and business knowledge, skills and concepts in familiar and new situations (ACHES036)
  • Present evidence-based conclusions using economics and business language and concepts in a range of appropriate formats, and reflect on the consequences of alternative actions (ACHES037)

Year 9

  • The nature of innovation and how and why businesses seek to create and maintain a competitive advantage in the market, including the global market (ACHEK041)
  • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES045)
  • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES046)
  • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES047)
  • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES048)
  • Reflect on the intended and unintended consequences of economic and business decisions (ACHES049)

Year 10

  • Factors that influence major consumer and financial decisions and the short- and long-term consequences of these decisions (ACHEK053)
  • Analyse data and information in different formats to explain cause-and-effect relationships, make predictions and illustrate alternative perspectives (ACHES057)
  • Generate a range of viable options in response to an economic or business issue or event, use cost-benefit analysis and appropriate criteria to recommend and justify a course of action and predict the potential consequences of the proposed action (ACHES058)
  • Apply economics and business knowledge, skills and concepts in familiar, new and hypothetical situations (ACHES059)
  • Present reasoned arguments and evidence-based conclusions in a range of appropriate formats using economics and business conventions, language and concepts (ACHES060)
  • Reflect on the intended and unintended consequences of economic and business decisions (ACHES061)

Relevant parts of Year 7 achievement standards: Students explain the importance of short- and long-term planning to individual and business success and identify different strategies that may be used. They describe the characteristics of successful businesses and explain how entrepreneurial capabilities contribute to this success. 
Relevant parts of Year 8 achievement standards: Students describe the different ways businesses can respond to opportunities in the market. They propose a range of alternative responses to an issue and evaluate the costs and benefits of each alternative.
Relevant parts of Year 9 achievement standards: Students generate alternative responses to an issue and use cost-benefit analysis and appropriate criteria to propose a course of action. They apply economics and business knowledge, skills and concepts to familiar, unfamiliar and hypothetical problems.
Relevant parts of Year 10 achievement standards: Students gather and analyse reliable data and information from different sources to identify trends, explain relationships and make predictions. Students generate alternative responses to an issue, taking into account multiple perspectives.

Syllabus outcomes: C4.1, C4.2, C4.4, C5.1, C5.2, C5.4, C5.5, C5.7

General capabilities: Literacy, Numeracy, Critical and Creative Thinking, Personal and Social Capability, ICT Capability.

Topic: Enterprise Learning.

Unit of work: $20 Boss.

Time required: 120 mins.

Level of teacher scaffolding: Medium – guide students through lesson activities.

Resources required: Student Worksheets – one copy per student. Device capable of presenting a video to the class. Marketing Plan handout, Weekly Business Tracking handout. Web-enabled devices, publishing software, printers and art supplies (to create marketing materials).

You’ll need a few other things to run $20 Boss in your school:

Keywords: Marketing, campaign, advertising, sales pitch, enterprise skills, ideation, creativity, 21st century skills, innovation, entrepreneur, group work, team, project based learning, real-world learning, financial literacy, $20 Boss, Foundation for Young Australians, New Work Order, job skills.

Cool Australia’s curriculum team continually reviews and refines our resources to be in line with changes to the Australian Curriculum.

Worksheets

Teacher Worksheet

Teacher preparation

Learning intentions
Students will:

  • understand what effective marketing looks like

Success criteria
Students can:

  • create marketing materials for their $20 Boss business

Teacher content information: $20 Boss is an immersive entrepreneurship program for secondary school students. Students use $20 of start-up capital to create, launch and operate their venture over the course of a school term. Teachers are supported through a comprehensive toolkit that enables end-to-end delivery in the classroom. All materials are aligned to the Australian Curriculum. The $20 Boss program is the largest entrepreneurship program in Australia. In just three years over 27,750 students across Australia in over 500 secondary schools have participated.

WHY TAKE PART? THE NEW WORK ORDER IS HERE! The future of work is going to be very different for young Australians. Automation is predicted to radically affect 70% of entry level jobs for young people; jobs are becoming in

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Student Worksheet

Thought starter: “Always deliver more than expected.” - Larry Page, co-founder of Google.

1. After watching the lesson overview video, note down what you remember seeing and hearing here:

2. After watching the ‘Marketing Like Purple Cow’ video, complete the ‘Plus-Minus-Interesting’ visible thinking routine:

PLUSMINUSINTERESTING

 

3. Interview a classmate to find more out about how they experiences marketing in their everyday lives. You could use the suggested questions below:

  • What does marketing mean to you?
  • What have you purchased recently or what do you wish to purchase?
  • How did you hear about this (e.g. ads, social media, word of mouth, someone you know has one)?
  • Have you purchased something that has been mass marketed?
  • Did you buy it because you liked how they marketed it? If so, what appealed to you?
  • Do any of the marketing techniques you've identified stand out as purple cow marketing techniques? Describe how.

4. Create a marketin

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