Lesson Unit content Activities Links to other units Resource checklist

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1 Scheme of work Guided learning hours (GLH): 30 Number of lessons: 30 Duration of lessons: 1 hour Learners should spend lesson time and non-supervised time working on assignments. Learning aim A: Explore the use of branding and the promotional mix in business 1 Topic A.1 The importance of branding to businesses: what a brand is, e.g. a strategy, perception of a customer, a logo, a legal instrument, a company, a personality, a vision, an identity, an image why businesses use branding Teacher/tutor input: provide overview of the unit and the assessment requirements; lead a group discussion on what is meant by branding and why businesses use branding. Group activity: Discuss what a brand is and give examples. Topic A.1 has links Assignment brief useful website containing information about British brands 2 Topic A.1 The importance of branding to businesses: types of branding used by businesses adding value Guest speaker: short talk about the type of brand used by a local business and how it adds value. interview guest speaker on the types of brand and how it adds value. Topic A.1 has links Guest speaker useful website containing information about British brands Individual activity: learners to make notes on their interview findings and other examples in books or online.

2 3 Topic A.1 The importance of branding to businesses: benefits of successful branding, e.g. image, quality, recognition, longlasting perceptions, trust, marketing multiple products effects of unsuccessful branding, e.g. Dasani water Teacher/tutor input: give examples of successful brands, including topical case studies of recent examples of success and failure. Group activity: Discuss brands that have not been successful. Activity: Learners to complete activity about what makes a brand successful. Topic A.1 has links Unit 14 Visual business Computers for Internet magazine/toc/06_32/b globalbrands.htm useful website with information about a range of global brands, mixing success stories and some examples of failure 4 Topic A.2 Promotion in businesses why businesses need to promote themselves activities used in the marketing mix 4 Ps (Product, Price, Place, Promotion) benefits of promotion to businesses Teacher/tutor input: introduce the marketing mix with examples of the 4 Ps; lead a discussion of how the 4 Ps vary for different brands, selecting appropriate businesses and assigning them to learners. Activity: Learners to marketing mix of given businesses and feed back their findings on their chosen business to the class. Topic A.2 has links s.co.uk useful website with theory notes and case studies on the use of the marketing mix 5-6 Topic A.3 Elements of the promotional advertising: o definition any paid-for space used to communicate ideas or products in the prime media o purpose to persuade and inform o two basic aspects of advertising the message (what the communication needs to say) and Teacher/tutor input: to lead group discussion on the different components of an advert, providing examples and encouraging learners to identify the purpose and aspects of each advert; assign different types of advertising method to groups of learners, and lead feedback session as a plenary. Small group activity: learners to create an example of an Topic A.3 has links Adverts can be found using company names as a key word in a search of Google images or YouTube. These can be displayed on a smartboard and annotated.

3 the medium (how to get the message across) o methods, including: moving image, e.g. television, cinema, DVD, video print, e.g. newspapers, magazines, billboard posters, direct mail, press releases ambient, e.g. bus and taxi sides, desktop items such as pens digital, e.g. SMS texts, podcasts, blogs, pop-ups, banners, social networking audio, e.g. radio, podcasts, public address systems advert, ensuring that they include appropriate aspects of advertising. website of the Advertising Association, trade body for the advertising industry 7 Topic A.3 Elements of the promotional sales promotion provides incentives to customers or the distribution channel to stimulate demand for a product o methods, e.g. price promotion, coupons, competitions, money refunds, loyalty incentives Teacher/tutor to organise a visit to a local shopping area, provide learners with a list of sales promotions and direct learners to identify examples of each type of sales promotion. Learners to visit a range of local businesses to find examples of the use of different forms of sales promotion. Topic A.3 has links Local education business partnerships offices might be useful for the development of links with local businesses to ensure that learners are able to visit premises to collect evidence 8 Topic A.3 Elements of the promotional personal selling involves interpersonal interactions between salespeople and individual customers for the purpose of closing a sale; can be more effective than advertising in Guest speaker from a local business who works in a sales role (or organise this via video conference to help learners see how this method might be used) to talk about their work and the company s brand. Topic A.3 has links Unit 5: Sales and Personal Selling Guest speaker

4 more complex selling situations o methods, e.g. face to face, by telephone, via , through video or web conferencing interview the visiting salesperson about their work and how their actions promote their company s brand. 9 Topic A.3 Elements of the promotional public relations activities promotion of a product, brand or business by placing information about it in the media without paying for the time or media space directly o methods, e.g. exhibitions, sponsorship, press releases Teacher/tutor input: collect examples of PR material and share with learners, then lead discussion on the advantages and disadvantages of each PR method. Small group activity: learners to work together to produce an example of a press release. Topic A.3 has links Newspaper cuttings Press release examples Photographs of exhibitions website of CIPR, the professional association for the PR industry Topic A.3 Elements of the promotional direct marketing establishing an individual relationship between the business and the customer o methods, e.g. direct mail (junk mail), mail order catalogues, magazines, telemarketing Teacher/tutor: to lead a group discussion on the different types of direct marketing materials and the impact on consumers, e.g. junk mail and nuisance phone calls. work in groups to design a piece of direct marketing, e.g. a mail shot, a script for telesales, a magazine or a catalogue. present results of activity to the class and give feedback to their peers. Topic A.3 has links Examples of direct marketing, e.g. mailshots, s website of the professional association for the direct marketing industry. Contains a number of relevant resources

5 12-14 Topic A.4 Promotional activities in business how businesses identify which customers their promotions will target, including: o types of market, e.g. to (B2B), to Consumer (B2C) o different ways of segmenting the market, e.g. by age, family status, gender, income, attitudes, lifestyle Teacher/tutor input: introduce methods of promotion. Individual activity: Learners to complete activity about methods of promotion. Teacher/tutor input: review types of market with learners, giving examples of different companies operating in each type of market. Activity: Learners to suggest promotional activities for specific businesses. Topic A.4 has links website with details about the ACORN system of segmentation. Useful extension material for interested learners Teacher/tutor input: prepare data for use by learners in segmenting a market. Activity: Learners to complete activity on market segmentation. feed back their ideas to the class and provide feedback to other groups. 15 Topic A.4 Promotional activities in business the use of promotional activities in o setting SMART (specific, measurable, achievable, realistic and time-related) objectives o selecting an appropriate promotional mix Teacher/tutor input: give overview of SMART and links to the promotional mix. Model the use of AIDA. Prepare examples of promotional materials for learners to assess using the AIDA model. Individual work: Learners to evaluate a promotional campaign. Topic A.4 has links mart.htm use the theory notes on marketing objectives o benefits of selecting an appropriate Small group activity: learners

6 promotional mix o communicating with the selected market segment using the AIDA model (Awareness/Attention, Interest, Desire, Action) to collect information on the promotional mix of different brands and discuss their findings Learning aim A: Explore the use of branding and the promotional mix in business Centre-devised assignment. Alternatively, use the authorised assignment brief from Pearson. Learning aim B: Develop and promote a brand for a business Assignment 1: learners to prepare a report for a marketing consultancy business. Learning aim A has links Assignment 1 brief 18 Topic B.1 Branding methods and techniques effective branding methods and techniques in business, including the use of logos, straplines and celebrity endorsements planning ideas for a brand for a o type of brand concept or commodity Guest speaker (a marketing manager or a brand manager) to talk about effective methods of branding. Teacher/tutor input: brief guest speaker on the content of the unit and the assessment criteria targeted in this session. Provide learners with a list of prompts for questioning their guest to ensure that all specification content is covered. Guest speaker interview their guest speaker about the elements of effective branding, and to take notes on the session Topic B.1 Branding methods and techniques planning ideas for a brand for a Teacher/tutor input: prepare examples of different promotional campaigns and discuss with learners how they

7 o considerations, e.g. race, nationality, religion, children, people with disabilities, environmental o brand personality o brand objectives o target market have been adjusted to take into account different considerations. Prepare examples of different brands with unique personalities. Teacher/tutor input: lead class discussion on the links between different brand personality and the characteristics of different target markets. Individual activity: Learners to complete activity on brand personality. Group activity: Learners to complete activity on planning for promotion. Group discussion: learners to discuss target markets and different considerations when promoting a product, and to take notes Topic B.2 Promoting a brand how businesses promote their brand image, e.g. use of different types of media planning a promotional campaign for a o promotional objectives, e.g. to raise awareness of product or service, to remind, differentiate, persuade or inform, to create market presence, to increase market share Teacher/tutor input: prepare examples of different brands to demonstrate how brand image has been promoted by different companies. Discuss examples with learners and direct note taking. Teacher/tutor input: lead group discussion on promotional objectives. Activity: Learners to complete activity on promotional objectives.

8 23 24 Topic B.2 Promoting a brand Planning a promotional campaign for a o o o developing the most appropriate promotional mix justifying the choice of promotional mix designing promotional activities Teacher/tutor input: organise learners into groups, brief them on preparing an outline of the promotional mix for an assigned brand, and provide information on different brands to support their task. prepare a promotional mix for a targeted brand. feed back their ideas to the class and explain the justification for their choices. Group activity: groups to be questioned by the rest of the class at the end of their presentation, and learners to take notes based on this discussion Learning aim B: Develop and promote a brand for a business Centre-devised assignment. Alternatively, use the authorised assignment brief from Pearson. Assignment 2: learners to design and plan a campaign to promote the brand. Assignment 2 brief