unit title applying digital marketing key to learning

BTEC LEVEL 3 NATIONALS IN MARKETING – UNIT 4: APPLYING DIGITAL MARKETING

Pearson BTEC Level 3 Nationals in Marketing – Unit 4 Scheme of Work

Pre-Publication Draft 1.0 – July 2021 © Pearson Education Ltd 2021 1

Lesson Topic Lesson

type Suggested activities Classroom resources

1 Introduction IS ● Tutor presentation: Introduce learners to the unit and discuss the learning outcomes and the mode of assessment.

● Class discussion: Ask learners to discuss the concept of digital marketing. Tutor to use Q&A to ascertain learners’ current knowledge of the basic notion of digital marketing practice.

● Tutor presentation and notes

● PCs or laptops with internet connection

Learning aim A: Explore the principles of digital marketing practice used in the marketing industry

2–3 A1 Principles of digital marketing

Integration with traditional marketing.

Contribution to organisation goals.

IS Paired activity: Discuss and decide upon a definition of digital marketing, then discuss definitions as a whole group and come to a group conclusion. You should then consolidate learning using academic examples.

Individual activity: Give learners a list of digital and traditional marketing methods. Ask them to identify which are digital


● PCs or laptops with internet connection for

Unit title Applying Digital Marketing Key to learning opportunities

Guided learning hours 180 AW Assignment

writing RS Revision session

Number of lessons 90 GS Guest speaker V Visit

Duration of lessons 2 hours IS Independent

study WE Work experience

Links to other units

Unit 1: Careers in Marketing

Unit 8: Customer Immersion Experiences

Unit 10: Work Experience in Marketing




Lesson Topic Lesson


7Ps: product, price, place, promotion, people, physical evidence and processes.

marketing methods and which are traditional in preparation for a tutor-led discussion on the integration of traditional and digital marketing.

Paired activity: Learners to discuss the contribution digital marketing may have towards organisational goals. Tutor will then lead a discussion to consolidate learning – points to include:

o online visibility

o opportunities

o improving customer acquisition costs

o increased revenue.

research

4–6 7Ps: product, price, place, promotion, people, physical evidence and processes.

IS Q&A: On the 7Ps of the marketing mix (see unit specification). Tutor should provide opportunities for question-and-answer discussion to check learners’ knowledge and understanding.

Tutor-led presentation: Provide an overview of the 7Ps of the marketing mix. You should instruct learners to take notes of the different elements of the marketing mix in preparation for a group presentation.

Group activity: Learners to explore the marketing mix for a selected multinational business and create a presentation that identifies the main 7Ps elements of the marketing mix. You should brief learners on the requirements of the presentation and explain that this activity will span over several sessions. Moreover, you should make learners aware that each group will eventually present their findings in a summary activity.

Group activity: Learners to explore the ‘product’ element of the marketing mix. They should investigate a multinational business and create a presentation that identifies the main product elements


● PCs or laptops with internet connection for research

● Presentation slides




Lesson Topic Lesson


of the marketing mix. They could conduct research into a single product such as the McDonald’s Happy Meal or they could explore a product range such as Walkers crisps. Learners should be encouraged to explore the following:

o design

o technology

o usefulness

o convenience

o value

o quality

o packaging

o branding

o accessories

o warranties.

7–8 7Ps: price

IS Recap activity: Recap the ‘price’ element of the marketing mix.

Tutor-led presentation: Introduce learners to the different pricing strategies businesses use and provide examples of pricing strategies to consolidate learning. As a minimum, explain the following pricing strategies:

o cost plus pricing

o competitive pricing

o penetration

o skimming

o premium



● Presentation Slides




Lesson Topic Lesson


o economy pricing.

Group activity: Learners to continue to work on their group presentations by exploring the ‘price’ element of the marketing mix. Instruct learners to identify the correct pricing strategies used by their selected business.

9–10 ● 7Ps: place

IS Recap activity: Recap the ‘place’ element of the marketing mix.

Class discussion: Present learners with a range of questions related to the ‘place’ element of the marketing mix. Learners should discuss how these questions influence the businesses decisions surrounding ‘place’. Possible discussion questions include:

o where does a organisations target market look for products or services?

o does the organisation primarily sell online?

o does the organisation have retail stores?

o how does the type of product affect the transportation and delivery, e.g. perishable products vs non-perishable?

o does the organisation need to use a sales team? Or attend trade fairs?

Group activity: Learners to continue to work on their group presentations by exploring the ‘place’ element of the marketing mix. Instruct learners to identify how and where the organisations product is sold. Learners can use the questions from the previous class discussion and apply them to their selected organisation.




11–12 7Ps: promotion IS Recap activity: Recap the ‘promotion’ element of the marketing mix.

Tutor-led presentation: Explain the promotional mix to learners,





Lesson Topic Lesson


covering the following elements:

o advertising

o public relations

o sponsorship

o sales promotion

o personal selling

o direct mail

o digital content including social media.

Tutor-led discussion: Lead a discussion on how digital marketing influences the elements of the promotional mix. Learners should discuss how digital marketing tools and channels have enhanced traditional promotional methods – for example, how video conferencing software such as Zoom has evolved the traditional methods of personal selling and how social media advertising is broadening advertising opportunities for organisations.

Group activity: Learners to work on their group presentations by exploring the ‘promotion’ element of the marketing mix. Instruct learners to identify the different promotional methods that the organisation uses to promote its products. A clear focus should be on the digital marketing methods used by the organisation.



13-14 7Ps: people, physical evidence and processes.

IS Recap activity: Recap the extended marketing mix elements ‘process, people and physical evidence’.

Tutor-led discussion: Discuss the importance of physical evidence. Make learners aware that physical evidence refers to everything your customer sees when interacting with your business. Provide a list of topics that leaners can use as a starting point for a group


● PCs or laptops with internet connection for




Lesson Topic Lesson


discussion, including:

o the physical environment where the product or service is offered

o layout and design of store/website etc

o product packaging

o branding

o promotional material, e.g., leaflets, brochures, videos etc.

Tutor-led discussion: Lead a discussion on how business processes influence customer experience, including:

o how organisations create a smooth customer journey

o processing time of customer enquiries

o order-processing time

o how technology can be used to make processes more efficient

o how to make sure reviews are generated after a purchase.

‘Sky’s Ways of Working’ document is a good example to show leaners as it goes into detail about different processes, such as how to raise concerns and the company’s commitment to improving customer satisfaction.

Class discussion: Learners to discuss the ‘people’ element of the marketing mix. You should make them aware that ‘people’ refers to any staff who work for the organisation, including salespeople, owners and managers. Learners should consider how ‘people’ influence the marketing mix and affect a business’s brand image.

Group activity: Learners to work on their group presentations by exploring the extended marketing mix elements ‘process, people and physical evidence’.

research

Sky’s way of working: http://s3-eu-west-1.amazonaws.com/skygroup-sky-static/documents/about-sky/policies/skys-ways-of-working.pdf -




Lesson Topic Lesson


15 7Ps: product, price, place, promotion, people, physical evidence and processes.

IS Group activity: Learners to finalise their group presentations on the 7Ps elements of the marketing mix in preparation for presenting their research findings in the following lesson.

Individual activity: Learners to prepare presentation notes using ‘cue cards’ ready for their presentation.




16 7Ps: product, price, place, promotion, people, physical evidence and processes.

IS Group presentations: Learners to present their research findings on the 7Ps elements of the marketing mix. You should also ask learners questions after the presentation to check their learning.

Peer assessment: Each group will have the opportunity to peer assess each other’s group presentation. Learners should consider constructive feedback for their peers. The following questions can be given to learners to help them formulate constructive feedback:

What Went Well (WWW) – learners can identify what they thought went well in other learners’ presentations

o Even Better If (EBI) – learners can identify what other learners could do better to improve their presentation in the future.




● Peer assessment forms

17 Agile delivery.

Factors driving customer behaviour.

IS Tutor-led discussion: Lead a discussion on the importance of agile delivery in digital marketing, providing examples of how organisations change to meet customers’ needs and expectations. This could include exploring how organisations such as Netflix (which started out as a home DVD rental service) evolved into the streaming juggernaut we know today. Also, how Starbucks’ venture into social media and mobile apps helped it increase sales and

Tutor presentation and notes

A3 paper for mind-mapping activity

Coloured pens for




Lesson Topic Lesson


profits.

Tutor-led discussion: Explore how organisations personalise messages to target customers at the right place and time. A good example to demonstrate this is how ASOS uses social networking prompts to engage customers.

Group activity: Learners to discuss and mind-map ideas on the factors that influence customer behaviour. They should consider how the following have affected customer behaviour:

o improved technology

o greater access to the internet

o the cost to access.

mind-mapping activity

PCs or laptops with internet connection for research

Examples of agile delivery: https://blog.glia.com/5-companies-evolved-embracing-new-tech/

How ASOS uses social networking prompts: https://smbp.uwaterloo.ca/2018/06/asseenonasos-how-asos-engages-customers-via-social-media/

18 Legal and ethical issues in digital marketing.

IS Group activity: Learners to discuss and mind-map legal and ethical issues in digital marketing. Learners should be encouraged to discuss the following issues:

o data protection legislation


● A3 paper for




Lesson Topic Lesson


o safeguarding data

o electronic communications regulations

o deceptive marketing practices

o accessibility.

Learners will then feedback discussion points to the whole class.

Individual activity: Learners to explore data protection regulation such as GDPR in preparation for a class discussion.

mind mapping activity

● Coloured pens for mind mapping activity


IS Individual research activity: Direct learners to the www.gov.uk website and ask them to read the guide to GDPR. Ask them to create a fact sheet that outlines the different principles of GDPR to support them with their assignment. Learners should consider how GDPR impacts digital marketing activities.

Tutor-led discussion: You will then consolidate their learning by explaining the principles of GDPR.


● www.gov.uk guide to general data protection regulations from resources

● www.gov.uk guide to general data protection regulations: https://www.gov.uk/government/publications/guide-to-the-general-data-protection-




Lesson Topic Lesson


regulation


IS Paired activity: Instruct learners to explore privacy and electronic communications regulations (PECR). Learners will then produce a poster that outlines PECR regulations. They should also consider how this impacts businesses’ digital marketing activity.


Privacy and electronic communications regulations (PECR) guide: https://ico.org.uk/for-organisations/guide-to-pecr/

21 ● Legal and ethical issues in digital marketing.

IS Tutor-led presentation: Explain the ethics behind deceptive marketing practices. Illustrate the notion of deception using examples and case studies. The article titled ‘18 false advertising scandals’ showcases some good examples of deceptive practice that you could share with your learners.

Tutor-led discussion: Lead a discussion on the types of deceptive practice that occur within marketing. Encourage learners to discuss the following:

o deceptive pricing

o deceptive promotion

o deceptive packaging.



Article titled ‘18 false advertising scandals’: https://www.businessinsider.com/false-advertising-scandals-2016-




Lesson Topic Lesson


Individual research activity: Learners to conduct research into a specific businesses deceptive marketing practice. They should produce a poster illustrating how the business was deceiving customers in preparation for a class presentation.

3?r=US&IR=T

22 A2 Digital technology and marketing tools

Digital marketing technology.

IS Paired activity: Ask learners to list different types of digital marketing technology in preparation for a class discussion.

Tutor-led presentation: Lead a presentation on the different digital marketing technologies available to organisations. Use contextualised examples to support learning. The ‘Burger King Whopper Detour’ Campaign illustrates how companies can use app technology to drive sales. Moreover, Strutt and Parker (property agency) demonstrates how virtual viewing is the new way for prospects to view houses.


PCs or laptops with internet connection

The ‘Burger King Whopper Detour’ Campaign case study: https://www.marketingdive.com/news/burger-kings-whopper-detour-generated-15m-app-downloads/548203/

Strutt and Parker (property agency) case study: https://www.struttandparker.com/virtual-viewings -




Lesson Topic Lesson


23 Digital marketing toolbox.

IS Tutor-led discussion: Introduce ‘the digital marketing toolbox’ to learners. Provide examples of the following:

o social media marketing

o search engine optimisation (SEO)

o search marketing (SEM)

o online marketing platforms

o website marketing

o email marketing.

Group research activity: Learners to research a range of recognised social media platforms. They should discuss the benefits of using the different platforms for organisations and where possible provide examples to support their research findings.



24–25 Digital marketing toolbox.

IS Individual activity: Learners to identify and list different social media platforms in preparation for a group discussion.

Tutor-led discussion: Discuss the most popular social media platforms and the reasons why businesses use social media for marketing purposes.

Paired activity: Learners to conduct research into the following social media:

o Facebook

o Snapchat






Lesson Topic Lesson


o Instagram

o Twitter

o TikTok

o YouTube.

Ask learners to create a table that identifies the purpose and features of each social media platform.

Individual research activity: Learners to select a multinational business and investigate how it has used social media marketing in its marketing campaign. Learners to produce a presentation with print screens to demonstrate the organisation’s use of social media.


IS Individual activity: Learners to conduct research into search engine marketing in preparation for a class discussion. Provide them with a list of search engine marketing (SEM) terms as a starting point for their research. This should include:

o search engine optimisation (SEO)

o organic search results

o pay per click (PPC).

Paired activity: Learners to research different ways websites use digital marketing. Provide them with a list of research terms as a starting point. Learners should then find examples of digital website marketing and feedback research to the whole class. Research should include:

o ecommerce and organisation websites

o blogs, vlogs






Lesson Topic Lesson


o dynamic content

o pop-ups

o live chat.


IS Tutor-led presentation: Lead a discussion on the different online marketing platforms, explaining the following:

o auction sites

o comparison websites

o intermediary websites

o crowdfunding websites

o review platforms

o crowdsourcing websites

Instruct learners to take notes on the different online marketing platforms in preparation for further activities.



Digital marketing toolbox.

IS Individual research activity: Learners to research different crowdfunding websites. They should produce a table that identifies the features and benefits of the different crowdfunding websites. Examples include:

o Indiegogo

o Mightycause

o StartEngine

o GoFundMe

o Patreon.

Individual activity: Ask learners to read the article titled ‘4



Article titled ‘4 Companies That Are Killing It With Crowdsourcing’: https://www.planbox.com/4-




Lesson Topic Lesson


Companies That Are Killing It With Crowdsourcing’. Learners will then highlight the main points within the article in preparation for a class discussion.

Tutor-led discussion: Lead a Q&A discussion using information from the article titled ‘4 companies that are killing it with crowdsourcing’.

Paired activity: Learners to explore the popular comparison website moneysupermarket.com. They should produce a table that identifies the features and benefits of the website. Learners should consider how customers are influenced by comparison websites.

companies-that-are-killing-it-with-crowdsourcing/

Popular comparison website: www.moneysupermarket.com -

Learning aim B: Explore the use of digital marketing for a specific product or service

30 B1 Digital marketing opportunities for organisations

• Acquiring new customers

• Moving into new markets

• Generating sales.

• New product development

• Launching new products.

• Customer segmentation, e.g. based on interests and behaviour.

• Brand awareness and

IS Group activity: Ask learners to discuss possible digital marketing opportunities for organisations. They should record their discussion points in a mind map in preparation for a classroom discussion. You should then consolidate learning with a presentation with contextualised examples.

Individual activity: Give learners a list of digital marketing opportunities (from specification). Learners will use the list to conduct research into the different digital marketing opportunities available to organisations, providing examples from research gathered.

Tutor-led discussion: Consolidate learning on digital marketing opportunities by providing a case study for learners. www.thinkwithgoogle.com offers a variety of case studies that you can use to illustrate the opportunities digital marketing brings to organisations.


A3 paper for mind-mapping activity

Coloured pens for mind-mapping activity

Thinkwithgoogle.com case studies: https://www.thinkwithgoogle.com/intl/en-154/insights-




Lesson Topic Lesson


management.

• Customer service.

inspiration/case-studies/

Lesson Topic Lesson


31–32 Adapting to customer behaviour.

Increased consumer power.

IS Individual activity: Learners to research the definition of following business terms:

o showrooming

o webrooming.

Tutor-led discussion: Discuss how both showrooming and webrooming complement each other and help drive sales.

Paired activity: Learners to read the case study titled ‘Can Retailers Win Back Shoppers Who Browse Then Buy Online’. Discuss how showrooming can influence online sales, but at the same time jeopardise smaller retailers.

Individual activity: Learners to read the blog post titled ‘Everything You Need to Know About Showrooming & Webrooming and How They Affect Modern Retailers’. You will then consolidate their learning with a Q&A activity.

Paired activity: Learners to explore recognised review and feedback websites such as yelp, trivago or TripAdvisor. Learners to discuss the impact positive and negative reviews have on organisations. Encourage them to make a judgement on the increase in consumer power due to the use of such websites.



Case study titled ‘Can Retailers Win Back Shoppers Who Browse Then Buy Online’: https://hbr.org/2015/06/case-study-can-retailers-win-back-shoppers-who-browse-then-buy-online

Blog post titled ‘Everything You Need to Know About Showrooming & Webrooming and How They Affect Modern Retailers’: https://endearhq.com/blog/showrooming-webrooming

Article titled ‘industries impacted by online reviews’:




Lesson Topic Lesson


Individual activity: Learners to read the article titled ‘industries impacted by online reviews’. You will then consolidate learning with a Q&A activity.

Individual activity: Learners to read the blog post titled ‘7 Reasons Online Reviews are Essential for Your Brand’. You will then consolidate learning with a Q&A activity.

https://onlinegeniuses.com/5-industries-impacted-by-online-reviews-infographic/

Blog post titled ‘7 Reasons Online Reviews are Essential for Your Brand’: https://mention.com/en/blog/online-reviews/

33–34 B2 Advantages and disadvantages of digital marketing

Assessment of factors affecting the digital marketing approach.

IS Paired activity: Learners to identify and discuss advantages and disadvantages of digital marketing. They should record their information in a table in preparation for a classroom discussion. You will then consolidate learning using examples.

Possible advantages include:

o global reach

o lower cost

o personalisation

o measurable results that can be tracked

o improved conversion rate.

Possible disadvantages include:

o skills and training

o time consuming

o high competition



The benefits of using HubSpot: https://www.hubspot.com/why-go-hubspot

A review of the features of Sendinblue: https://landing.sendinblue.com/en/mailchimp

Guide explaining why you should use Mailchimp for marketing practice: https://mailchimp.com/why-mailchimp/




Lesson Topic Lesson


o complaints and feedback

o security and privacy issues.

Individual activity: Learners to conduct research into the cost of a range of different digital marketing methods, recording their findings in a table referencing any sources they have used.

Tutor-led discussion: Look at the advantages of digital marketing automation. You should provide examples of a range of automation tools businesses can use to support digital marketing practice, including exploring tools such as HubSpot, Sendinblue and Mailchimp.

35–37 B3 Comparison with competitors and their use of digital marketing

Market research into the sector and current digital trends.

Reviewing competitors online.

IS Individual research: Learners to explore current digital marketing trends and record their findings. Learners should be encouraged to explore the following:

o changes to different sectors such as confectionery, grocery etc

o trending keywords used in different sectors.

Tutor-led discussion: Discuss current digital marketing trends, and the current trends in the food industry with the use of voice – SEO and the recent trends in cooking video marketing. The blog post titled ‘3 Reasons Video is Dominating Food Marketing’ provides a good overview as to the reasons why the food industry is benefiting from video marketing.

Individual activity: Learners to read the blog titled ‘8 Ways to Find Trending Topics and Key Words’. Ask them to make notes on the different way’s marketeers can find trending keywords that they can use in SEO marketing. You will then consolidate learning with



Blog post titled ‘3 Reasons Video is Dominating Food Marketing’: https://www.therecipeguru.com/post/2018/02/02/3-reasons-video-is-dominating-food-marketing

Blog titled ‘8 Ways to Find Trending Topics and Key Words’: https://problogger.com/8-ways-to-find-trending-topics-and-key-words/




Lesson Topic Lesson


Q&A activity.

Group research task: Learners to select a recognised UK supermarket such as Tesco, Morrisons, Sainsbury’s etc. They will then conduct research into its competition investigating the following:

o product offers online

o pricing transparency

o promotional tools used

o online processes available, such as live chat, product comparisons, wish lists.

Tutor-led discussion: Facilitate a class discussion based on the research findings from the previous task on supermarkets. Encourage learners to compare the similarities and differences of the digital marketing used between the different supermarkets.

38 ● Market research into the sector and current digital trends.

IS

GS

Paired activity: Learners prepare questions ahead of the guest speaker visit.

Guest speaker: Enlist the help of a visiting speaker (someone from a local business) to help explain the current digital trends in their industry. Encourage learners to take notes to support them when writing their assignment.


Learner questions

38–42 Formative assessment opportunity

AW

RS

Opportunity for you to implement formative assessment opportunities in preparation for the summative assignment.


Formative assignment resources

42–44 Formative assessment feedback

RS Provide formative feedback to learners in preparation for the summative assignment.

Tutor feedback

PCs or laptops with internet




Lesson Topic Lesson


connection for researc

44–48 Summative Assignment 1

AW Assignment writing: Learners work independently on their summative assignments.


Summative assignment brief

Learning aim C: Develop a digital marketing campaign for a specific product or service 48–50 C1 Planning a campaign

Objectives for campaign success.

IS Paired activity: Learners to list types of digital marketing campaign objectives. You will then consolidate learning through a presentation with examples and Q&A discussion.

Tutor-led discussion: Explain objectives for campaign success. Possible objectives include to:

o promote new products or services

o grow digital presence

o lead generation

o target new customers

o retain existing customers

o develop brand loyalty

o increase sales and/or revenue

o increase profit

o increase conversion rate.

Paired activity: Learners to conduct research into a specific digital marketing campaign. Instruct them to identify the main objectives of the campaign based on digital channel used, content, message and tone.

Individual activity: Learners to read the blog post titled ‘How to plan, measure and achieve your marketing goals’. Ask them to



Bog post titled ‘How to plan, measure and achieve your marketing goals’: https://www.smartinsights.com/digital-marketing-strategy/how-to-set-digital-marketing-objectives/




Lesson Topic Lesson


consider the different types of digital marketing objectives and how the marketing strategy of an organisation influences the objectives set. You will then consolidate learning through Q&A activity.

51 Audiences and their digital marketing content needs and preferences.

IS Tutor-led presentation: Examine audiences and their digital marketing content needs and preferences. Explore examples of different target audiences and their needs and preferences. A good example is to use Tesco’s successful Food Love Stories campaign to demonstrate how Tesco has created digital content on its website (recipe blogs, food ingredients list etc) to meet user needs and preferences.



Tesco’s successful Food Love Stories campaign: www.tesco.com/zones/food-love-stories

52–54 Types of campaigns.

Resources required in developing digital marketing content.

IS Tutor-led discussion: Discuss the different types of digital marketing campaigns (from specification) and provide examples to support the discussion, such as:

o Dove/Getty images campaign: https://digitalagencynetwork.com/dove-is-proud-not-to-showus-unrealistic-images-of-women-in-media-with-the-help-of-getty-images/

Group activity: Learners to discuss and mind map the different resources required in developing digital marketing content. Each group to present their mind map to the whole class and you will consolidate learning through Q&A activity.

Tutor-led discussion: Follow-on discussion of the different resources needed when developing digital marketing content. The main resources include:

o budget required



McDonald’s Iconic Days Instagram campaign: https://digitalagencynetwork.com/mcdonalds-prepared-iconic-days-for-each-time-in-instagram-stories/

Blog post titled ‘How often To Post on Social Media’: https://louisem.com/144557/often-post-social-media




Lesson Topic Lesson


o people involved

o time in uploading content

o tools to schedule content

o monitoring feedback.

Individual activity: Learners to read the blog post titled ‘How Often To Post on Social Media’. Encourage learners to consider the time and money involved in creating and scheduling content based on the blog’s advice.

55–56 C2 Developing materials

● Processes in producing the digital marketing campaign.

● Timing.

● Resources: financial, physical, human.

IS Group practical activity: Learners to draw a flow chart to demonstrate the process of producing a digital marketing campaign. Encourage them to think systematically considering how one part of the campaign process can influence the entire campaign.

Tutor-led presentation: Explain the different stages of producing a digital marketing campaign and the timing and resources required. The presentation leads on from the group practical activity, proving an opportunity to consolidate learning and tackle any misconceptions.

Video clip: Learners to watch the YouTube video titled ‘How to Develop a Social Media Strategy Step by Step’. Instruct learners to take notes in preparation for a Q&A activity.



A3 paper for flow chart

Pens, ruler etc.

Video titled ‘How to Develop a Social Media Strategy Step by Step’: https://www.youtube.com/watch?v=PKUn7wU5sIc -

57 ● Developing campaign materials.

IS Group activity: Learners to list the different ways they could produce digital marketing material for a campaign in preparation for a class discussion.

Tutor-led presentation: Explore possible digital marketing platforms and software available for learners to produce digital






Lesson Topic Lesson


marketing material. You should present the following:

o social media platforms

o photo manipulation software

o email creation platforms

o video platforms.

58 ● Developing campaign materials.

IS

GS

Guest demonstrator: Invite a guest speaker to demonstrate image/video manipulation and editing software. This could be a colleague from the media/IT department within your centre or a guest visitor from a local employer who specialises in using software such as Adobe Photoshop.

Individual activity: Learners to explore using the features of Photoshop in preparation for creating/editing digital marketing material.


Software: Adobe Photoshop

59–60 ● Developing campaign materials o email

marketing.

IS Tutor demonstration: Demonstrate features of creating marketing email content.

individual practical activity: Leaners to explore the email marketing automation platform Mailchimp. Ask them to create an account and practise creating draft emails considering information such as email content, images, keywords, and taglines/headings.



Email marketing automation platform Mailchimp: www.mailchimp.com




Lesson Topic Lesson


61 ● Developing campaign materials

o social media.

IS Group activity: Give each group a social media platform to research. Ask learners to produce a presentation on the digital marketing features for businesses based on the social media platform given. They will then present their findings to the group. Encourage learners to research the features that they could use for their digital marketing campaigns.





Lesson Topic Lesson


62–64 ● Digital marketing content formats.

IS Tutor-led discussion: Lead a discussion on the purpose of blog posts in digital marketing. Provide examples of different blog post formats from a variety of different topic areas to illustrate how blogs should be formatted.

Paired activity: instruct learners to explore the popular blog website ‘Huffingtonpost.co.uk’. ask learners to investigate the different blog posts and discuss the topical content within the posts. Learners should take note of the way the blogs have been formatted and the language used to appeal to the target audience.

Individual activity: give learners a blog post topic. Learners to then produce an advertising blog post based on the topic. Example topic areas:

o food and wine

o sport

o gaming

o mental health

o vegan products

Paired activity: ask learners to create a digital poster to support the blog post previously completed. Encourage leaners to use poster creating websites such as ‘postermywall.com’ for a professional finish.

Individual research activity: instruct learners to explore how to create GIF’s. Learners should then practice creating GIFS as part of a digital marketing campaign.


Popular blog website: https://www.huffingtonpost.co.uk/

Poster creating website: www.postermywall.com




Lesson Topic Lesson


65–66 ● Creating content calendar.

IS Tutor-led presentation: Introduce the concept of creating digital marketing content calendars. You should provide learners with examples of different content calendars and demonstrate how they should be formulated.

Group activity: Learners to create a content calendar template using examples obtained from research. Encourage them to consider the following points when drafting their content calendars:

o timescale required

o digital marketing tools used

o when content is posted

o how content is posted (manually, automated).



Examples of content calendars: 15 Content Calendar Templates to Help Your Content Strategy - Market Motive Blog

Downloadable template: backlinko.com/templates/marketing/content-calendar

Visual demonstration of a social media content calendar: www.jotform.com/table-templates/demo/social-media-calendar

Free content calendar download and guide: https://offers.hubspot.com/thank-you/social-media-content-calendar?

Creating calendars in Excel: https://www.youtube.com/watch?v=_CUnI4NY6c8 –




Lesson Topic Lesson


67 The role of customers in content creation and user-generated content.

IS Tutor-led discussion: Introduce the role of customers in content creation.

Paired activity: Learners to investigate and find examples of the following:

o product reviews

o feedback online

o unboxing videos

o testimonials.

Encourage learners to consider the impact user-generated content has on organisational success.






Lesson Topic Lesson


68–69 The role of customers in content creation and user-generated content.

IS Individual activity: Learners to list the benefits and drawbacks of unboxing videos as a form of digital marketing content. You will then lead a classroom discussion based on learners answers. Possible benefits and drawbacks include:

Benefits:

o customer gets a realistic view of a product before committing to purchase

o consumers find unboxing videos exiting

o unboxing videos showcases the quality of the product, packaging and delivery process

o brands can tap into social media platform’s user base e.g. YouTube

o viewers can have their buying desires influenced by trustworthy influencers.

Drawbacks:

o brands cannot regulate unboxing videos made my everyday consumers

o ethical considerations behind paid influencer unboxing videos

o can be expensive if paying a successful influencer

o time consuming if done professionally

o difficult to measure consumer response.






Lesson Topic Lesson


70 The role of customers in content creation and user-generated content.

IS Class discussion: Learners to discuss the importance of testimonial marketing. Encourage learners to consider the following:

o why businesses use testimonial marketing

o the benefits of testimonial marketing

o the drawbacks of testimonial marketing

Tutor-led presentation: Consolidate learning from previous classroom discussion on testimonial marketing by providing examples of successful testimonial marketing content. The website www.trustpilot.co.uk is a good starting point to show learners testimonial reviews for a range of products and services.



Successful testimonial website: https://uk.trustpilot.com/

Learning aim D: Review the development and effectiveness of a digital marketing campaign 71–72 D1 Reviewing stages in

planning digital marketing campaigns

Reflection on the stages of the digital marketing campaign.

IS Tutor-led presentation: Introduce learners to the importance of reviewing stages in planning a digital marketing campaign. This includes explaining the importance of reviewing the design and production stages within a campaign.

Individual activity: Learners to identify possible criteria that should be reviewed in a digital marketing campaign (from specification). They should record answers in a list in preparation for a class discussion.

Paired activity: Learners to read the blog post titled ‘Unsuccessful Christmas Social Media Campaigns’. Ask them to review the reasons why the campaigns was unsuccessful using information from the blog to support their answers. You will then consolidate learning with Q&A activity.

Group activity: Learners to read the blog post titled ‘5 outstanding social media marketing case studies’. Ask learners to review the



Blog post titled ‘Unsuccessful Christmas Social Media Campaigns’: socialb.co.uk/blog/unsuccessful-christmas-social-media-campaigns/#.Wg625bacbPA

Blog post titled ‘5 outstanding social media marketing case studies’: ostmarketing.com/5-outstanding-social-media-




Lesson Topic Lesson


reasons for success behind the following organisations social media marketing campaigns:

o Mercedes Benz

o Dove

o Nutella

o Oreo

o Airbnb.

You will then lead a classroom discussion based on learners’ answers to consolidate learning.

marketing-case-studies/

73–75 D2 Reviewing the production of the campaign materials

Campaign materials.

IS Class discussion: ask learners to consider possible challenges that they may face when creating digital marketing materials.

Video clip: show learners the YouTube video clip titled ‘Three Hardest Challenges of Digital Marketing in 2018’. Instruct learners to take notes in preparation for a Q&A discussion.

Group activity: Learners to formulate a series of ‘what if’ analysis questions in relation to creating the digital marketing materials. They should then swap their questions with another group and then answer the other group’s proposed questions. Answers will then be discussed with the class. Encourage learners to consider:

o what if – I do not know how to use a certain type of software?

o what if – the campaign material is lost or the file gets corrupted?

o what if – I have poor time management and struggle to complete materials on time?

o what if – the message is not clear in the materials created?



Lined paper for ‘what if’ questions

Pens for marking

Video clip titled ‘Three Hardest Challenges of Digital Marketing in 2018’: https://www.youtube.com/watch?v=WoY_B062ODE




Lesson Topic Lesson


o what if – I failed to use appropriate media?

Individual activity: Learners to create a ‘diary entry log’ where they can record any challenges/issues they may face when creating digital marketing material. Learners can then fill in the log during their assessment to help them record the challenges and the issues to support their assignment.

76–77 D3 Measuring the effectiveness of digital marketing campaigns

Purpose of measuring campaigns.

Types of measurement available for digital marketing communication campaigns.

Methods of sharing the results.

IS Individual activity: Learners to write down a reason for why it is important to measure the effectiveness of digital marketing campaigns. They should then write their reason on a sticky note and place it in a prominent position in the classroom. You will then lead a discussion based on learners’ answers.

Paired activity: Provide learners with an example of a recent digital marketing campaign (for example, the Ben and Jerry’s case study). Ask them to consider how the organisation would measure the success of the campaign. Learners to record their answers in a list in preparation for a group discussion.

Group activity: Learners to explore the digital analytics website ‘glow metrics’. They should investigate the case study examples provided on the website and discuss the success metrics that were used in the different campaigns. Learners should produce a mind map to record their findings in preparation for a class discussion.

Tutor-led presentation: Explain the types of measurement available for digital marketing campaigns (from specification). The presentation leads on from the paired activity, providing an opportunity to consolidate learning and tackle any misconceptions.

Class discussion: Ask learners to consider the different ways that



Ben and Jerry’s case study: www.business2community.com/product-management/ben-jerrys-case-study-putting-cherry-top-product-launches-digital-marketing-0798226

Glow metrics case study examples: www.glowmetrics.com/about/glow-work/#gref

Video explaining various digital advertisement metrics: https://www.youtube.com/watch?v=zyMl43064qw




Lesson Topic Lesson


results and data can be shared in organisations. They should consider dashboards, presentations, reports and summaries as possible ways to share results.

77–81 Formative assessment opportunity

AW

RS

Opportunity for you to implement formative assessment opportunities in preparation for the summative assignment.


Formative assignment resources

82–83 Formative assessment feedback

RS Provide formative feedback to learners in preparation for summative assignment.

Formative feedback


84–90 Summative assignment 2

AW Assignment writing: Learners work independently on their summative assignments.


Summative assignment brief

Relevant software

unit title applying digital marketing key to learning

Documents