Activity Introduction

Quick summary: In this lesson, students explore how companies advertise by associating their product with particular places or ideas. Students will view a presentation that details the basics of advertising and marketing, then examine how companies create these associations with deliberate product placement. Students will read an article from media website The Conversation, exploring the ethics of advertising products through sport. They will then draw their own conclusions about the wider ethics of this type of promotion. 

Learning intentions:

  • Students understand how association can be built between a product and an idea
  • Students understand some of the approaches taken when marketing a product
  • Students understand the impact of promotion when marketing a product.

21st century skills: 

CommunicatingCritical ThinkingCultural Understanding

 

 

 

 

Australian Curriculum Mapping

Content descriptions: 

Year 9 English

  • Analyse how the construction and interpretation of texts, including media texts, can be influenced by cultural perspectives and other texts (ACELY1739)
  • Interpret, analyse and evaluate how different perspectives of issue, event, situation, individuals or groups are constructed to serve specific purposes in texts (ACELY1742)
  • Apply an expanding vocabulary to read increasingly complex texts with fluency and comprehension (ACELY1743)

Year 10 English

  • Analyse and evaluate how people, cultures, places, events, objects and concepts are represented in texts, including media texts, through language, structural and/or visual choices (ACELY1749)
  • Identify and analyse implicit or explicit values, beliefs and assumptions in texts and how these are influenced by purposes and likely audiences (ACELY1752)

Syllabus outcomes: EN5-8D, EN5-2A.

General capabilities: Literacy, Critical and Creative Thinking.

Relevant parts of Year 9 achievement standards:

Year 9 English: Students analyse the ways that text structures can be manipulated for effect. They evaluate and integrate ideas and information from texts to form their own interpretations. They select evidence from texts to analyse and explain how language choices and conventions are used to influence an audience.

Relevant parts of Year 10 achievement standards:

Year 10 English: Students develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them. Students develop and justify their own interpretations of texts. They evaluate other interpretations, analysing the evidence used to support them.

Topic: Consumption. 

This lesson is part of the wider unit of work SugarByHalf – English – Years 9-10.

Time required: 60 mins.

Level of teacher scaffolding: Medium – facilitate student movement around the classroom and guide class discussions.

Resources required:

Keywords: Advertising, marketing, fairness, association, product, price, placement, promotion, 4Ps, sponsorship, sports, healthy, unhealthy, sugar.

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 the impact of promotion when marketing a product
  • ... understand some of the approaches taken when marketing a product
  • ... understand how association can be built between a product and an idea.

Success criteria: Students can…

  • ... describe how product promotion can change people’s perceptions of that product
  • ... describe their opinion on the manner in which a company promotes its product.

Teacher content information: SugarByHalf (https://www.sugarbyhalf.com/) promotes action to reduce sugar-related diseases so that Australians live better, stronger and healthier lives.

Their message is simple: to reduce added sugar consumption by half. Eating too much added sugar is a key driver of serious health problems including obesity, type 2 diabetes, heart disease, tooth decay, dementia and mental health conditions. A poor diet also puts children behind their peers, affecting brain development, slee

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Student Worksheet

Thought Starter: Who wins when a product is promoted to us?

1. Why would companies PROMOTE their product by sponsoring sport?

THINK individually about your response PAIR up and discuss your responses. SHARE to expand the discussion.
     

2. Read through this article from The Conversation website: 'Unhealthy sport sponsorship continues to target kids'.

While you are reading:

  • Highlight sections of the article that feature key information
  • Underline words/phrases that you are unfamiliar with
  • Respond to the following questions:
  •  What is the article saying about companies advertising through sports teams/events?

 

 

 

  • In your view, what is the message being sent through this marketing approach?

 

 

 

  • Do you think that marketing an unhealthy product by associating it with sport is responsible?

 

 

 

  • Should companies be able to advertise in this way, even if their product presents a health risk to those who consume it?

 

 

 

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