Shopping Centre Study by Teacher Superstore

Ages 9+ or e st B r

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Shopping Centre Study

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Edited by Sandy Tasker. © Ready-Ed Publications - 2004. Published by Ready-Ed Publications (2006) P.O. Box 276 Greenwood Perth W.A. 6024 Email: info@readyed.com.au Website: www.readyed.com.au COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 581 0

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Contents Teachers’ Notes ..................................................................... 4 Excursion Planner .................................................................. 5 Suggested Order of Excursion Activities ................................. 6 Group Summary .................................................................... 7 Curriculum Links .................................................................... 8

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In the Centre ......................................................................... 9 Words in Store ..................................................................... 10 Getting Ready ..................................................................... 11

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Shopping Neighbourhood ................................................... 12 Built to Last ......................................................................... 13

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Traffic Control ..................................................................... 14

Special Delivery ................................................................... 15

Count ‘Em All Now .............................................................. 16 Better Than Ever ................................................................. 17 Roving Reporter .................................................................. 18

Supermarket Scan 1 ............................................................ 19

© Re a....................................................................... dyEdPubl i cat i on Terrific Tunes 21s Vegging Out ........................................................................ 22 •f o rr evi ew pur posesonl y• Pharma-See ......................................................................... 23 Supermarket Scan 2 ............................................................ 20

“Meat” the Butcher ............................................................. 24 A Passion for Fashion .......................................................... 25

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Tally Up .............................................................................. 26 Customer Chat .................................................................... 27 Which Shop? ....................................................................... 28

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Does it Pay to Advertise? ..................................................... 29

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Promotion Commotion......................................................... 30

Mega – Map ....................................................................... 31

Parking Problem .................................................................. 32 A Little Bingle ...................................................................... 33

A Designer’s Eye .................................................................. 34

Last Minute Buy .................................................................. 35 Docket Detective ................................................................. 36 A Docket in Your Pocket ...................................................... 37 It’s in the Bag … Or Is It? .................................................... 38 Last Minute Sale ................................................................. 39 Last Minute Sale (Cont.) ... ................................................. 40

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Teachers’ Notes This book is aimed at student investigation of the retail industry, enabling small groups to research and share findings on a variety of stores in a shopping centre. The project is best carried out in a regional shopping centre but is adaptable to any type of shopping precinct. Detailed guidelines are provided so that teachers and students may get maximum benefit from the activities. It is advised that preparatory lessons be conducted in the classroom. Small groups can then be formed and further preparations can be made for the activity that each group will be conducting. Following the excursion day, results need to be processed with findings shared and discussed in great detail during summary lessons.

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“Classroom” activities can be used either before or after the main study. These sheets explore important concepts and issues linked to shopping centres, including design and layout of the centre, advertising and promotion strategies and environmental issues such as the use of plastic bags.

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Excursion activities are designed to develop and reinforce practical concepts and skills that have previously been introduced and taught in the class setting. The activities can facilitate an investigative process in which students interview retailers, collect data and evaluate services that are provided to customers. In order to experience maximum benefit and enjoyment from these activities, students should be able to: • • • • • • •

Work well in a small team under adult supervision; Approach adults with confidence and appropriate manners; Follow written instructions and be able to record findings “on the go”; Conduct tape recorded interviews with pre-prepared questions; Conduct surveys and record findings in written and graphical format; Create clear legend and map keys; Transpose raw data and information onto a map or representational sketch.

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Each page will feature a code in the top left hand corner. These codes correspond to how/when the activity should be carried out and are as follows: C – Best completed in the classroom as a preparatory or summary activity;

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E – Best completed in a small group during the main shopping centre excursion or as a supervised homework activity. *

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These Additional Classroom Resources will be of use during this project: • • • • •

Maps of the shopping centre to be visited; Pamphlets and fliers advertising sales and weekly specials at the shopping centre; Local street maps showing the shopping centre and its surrounding suburb; Old street maps showing the area before the shopping centre was built; Examples of surveys done by other people/classes.

* If an excursion is unable to be organised, the excursion activity sheets can be handed out for students to complete as homework tasks in pairs. Send a note home to parents explaining the task and if possible, encourage all students to visit the same shopping centre. Adult supervision is highly recommended recommended. If each pair completes a different sheet, results can be fed back to the class and follow up activities can be completed at school.

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Excursion Planner Talk your class through these steps so that they are fully aware of the process involved in this project. Some class members may enjoy the responsibility of being assigned some of these special tasks. 1 . Ring the local shopping centre and explain the project. Ask the centre manager whether a visit is feasible. Check that there will be no major internal or external renovations or roadworks on the day of the proposed visit, as this may present a safety risk or restrict the findings.

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2 . If the centre management agrees to the visit, ask for any copies of maps of the centre, past, present or future design plans, general information or statistics on the centre, delivery schedules, etc.

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3 . Find out if it is possible to have a “base” in the middle of the shopping centre for conducting surveys and for using as a meeting point. Tables and chairs would be helpful. 4 . Check both the centre and your school for policies on this type of excursion, particularly in regard to road crossing safety and conducting surveys with adults. 5 . Go though the classroom activities that prepare for the excursion, as well as looking at maps and brochures that familiarise students with the centre. 6 . With your class, role-play talking to adults and asking questions politely, as well as conducting oral surveys.

7 . Prepare parent helpers with plenty of information and time, so that they understand their role on the day of the excursion. Try to have a ratio of one adult for every three or four students or check your school’s policies on adult supervision ratios. 8 . Plan the excursion for the morning, so that the afternoon can be used for processing results.

Useful items to carr y: carry:

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Each group should have: • • • • • •

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9 . Check for bus entry/parking and pedestrian crossings for the excursion. You may wish to practise safe car-park crossing at school prior to the visit.

A clipboard with their questionnaires, and a pen attached with a string (each student). A copy of the shopping centre map, with their designated area marked in colour, as well as other areas of importance, such as the central meeting place (adult to carry). Each student wearing school uniform for easy identification. Hats needed for outdoors activities. At least one student in each group to wear a watch. A “Shopping Neighbourhood” (P. 12) OR a “Built to Last” (P. 13) sheet. Activity sheet specific to each group (see Group Summary).

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Suggested Order of Excursion Activities 1 . On the way to the shopping centre, ask the bus driver to drive around the area surrounding the centre so that half the students can fill out “Shopping Neighbourhood” and the other half can fill out “Built to Last”. 2 . The safest or most accessible parking entry can be used to drop off the “Traffic Control” group. The “Special Delivery” group can also be dropped off at this point if appropriate. 3 . When inside the centre, all groups, including the two groups dropped outside, meet in a “central station” to do a final check on procedures.

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4 . Each group checks their map and goes to the designated section.

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5 . Each group leaves “Tally Up” at a selected shop and asks them to tally the number of customers in half an hour, as well as complete the rest of the questions.

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6 . Each group then completes the appropriate activity sheet for their section: “Count Em All Now”, “Better Than Ever”, “Roving Reporter”, “Supermarket Scan 1”, “Supermarket Scan 2”, “Terrific Tunes”, “Vegging Out”, “Pharma-See”, “Meat the Butcher”, “A Passion for Fashion”. 7 . While groups are conducting their research around the shopping centre, one or two groups are conducting the customer surveys (Customer Chat) at a central station. 8 . All groups collect any tally sheets that they gave to shops and meet at the central station.

© ReadyEdPubl i cat i ons This excursion could be tiedv ini with a performance of ao song or s itemo at n thel shopping centre, • f o r r e e w p u r p s e y • or presentation of a student art display.

Other Ideas: •

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Students could use their computing skills to design a “certificate of appreciation” for the centre that they can attach to their letters. The best one voted by the class could be printed on high-quality paper, laminated and presented as a gift.

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Answers to Activity Sheets:

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Students should follow the visit with a formally set-out letter of thanks to the centre management for allowing the visit.

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C – WORDS IN STORE (P age 10) (Page Commercial: a paid form of publicly announcing a place, product or service to the general community. Trading Hours: the times between which stores are open and closed to the general public. Profit: the additional money made after a shop’s expenses have been taken into consideration. Mark Up: the additional amount of money placed on the cost of an item to make a profit. Retail: the price that is used for sale to the general public – usually in small quantities. Wholesale: goods sold in large quantities at a reduced price (often direct from the producer) for resale purposes. Chain Store: one of a number of stores that are under the same ownership and deal with the same products. Franchise: a store that is authorised to sell goods from a manufacturer or company but runs under independent management. Computer Scan: a process used to scan bar codes on items for faster processing through checkout. GST: Goods and Services Tax – an additional percentage (e.g. 10%) placed on many items sold to the general public. Receipt: The docket that is received by the customer, providing a transcript of the items purchased and money paid. E - BETTER THAN EVER (P age 17) (Page Many shopping centres save money on lighting by using skylights or large glass panels that let natural light in during the day. Page 6

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Group Summary This book caters for a maximum of 12 groups. Teachers can arrange groups according to class size, availability of parent help and the type of stores accessible to the students. A simplified version may be to eliminate Groups K and L and allow each student to interview ONE customer at random (under adult supervision). Below is a summary of the worksheets that groups will be working on during the excursion:

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1. To be completed BEFORE entering the centre:

Give HALF of the class: Shopping Neighbourhood – Looks at the buildings and services surrounding the centre.

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Give the OTHER HALF of the class: Built to Last – Considers the materials and structure used to build the shopping centre.

2. To be completed INSIDE the shopping centre:

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Give EACH GROUP one of these to give to a store of their selection: (Groups A – J) Tally Up – Given to store owners to tally the number of customers in a half-hour period.

© ReadyEdPubl i cat i ons EACH GROUP works on one of these while waiting for their “Tally Up” sheets to be completed: •f orr evi ew pur posesonl y• A ) Count Em All Now – Gives an overview of the number and types of shops in the centre. Better Than Ever – Considers the internal design and layout of the centre. Roving Reporter – Looks more closely at opening/closing hours, etc. Supermarket Scan 1 – Looks at the layout of a supermarket in the centre Supermarket Scan 2 – Looks at more specific aspects of a supermarket. Terrific Tunes – Investigates a music store and how it operates. Vegging Out – Explores how a greengrocer works. Pharma-See – Visits a chemist/pharmacy and looks at products available. Meat the Butcher – Looks at the finer points of a meat display. A Passion for Fashion – Gives an insight into the world of the clothing store.

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B) C) D) E) F) G) H) I) J)

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These groups conduct the activity, then they form the “central station” group for “Customer Chat”. K ) Traffic Control – Considers practical and safety considerations of the centre’s car-park. L) Special Delivery – Investigates how and when goods are delivered to the shopping centre. K & L) Customer Chat – Surveys customers on their shopping experiences and thoughts.

Each group should only need between 15 and 20 minutes to complete their activity, before picking up any “Tally Up” sheets and returning to the designated central station.

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Curriculum Links

For the activities in this book, a cross-curricular approach is taken and many subject areas are covered in the activities. A summary of the key strands from each state is provided with the focal state outcomes listed below. Please note that subject and strand headings will vary from state to state and therefore not all suggested strands and outcomes will address the same activities. All activities are aimed approximately at Level 3 (Upper Primary).

Strands

State Outcome Vic: Resources 3 (work), Natural and Social Systems 3 (product flow)

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WA : ICP 3.1, 3.2, 3.3; R 3.2, 3.3; NSS 3.3

National: 3.11, 3.12, 3.15, 3.16, 3.17, 3.18 NSW NSW:: SSS 3.7; ENS 3.5

QLD: SRP 3.2

SA: 3.5, Social Systems 3

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Society and Environment / SOSE / HSIE Investigation – Students use interviewing, observation, data collection and sketching to record information from various stores and areas within the shopping centre precinct. Resources – The process of resource provision from delivery to sale is explored in this book, as is the role of staff in each store. Social Systems - Considers delivery and sales processes in the flow of goods and services to the customer. Other strands, such as Culture (understanding stereotypes and marketing strategies) and Place and Space (considering the environmental impact of shopping centres) are also covered in certain activities but are not listed here as they appear infrequently.

Technology / Science Design / Built Environments / Technology Process – Students are asked to consider layout, access and aesthetic aspects when evaluating existing areas of the shopping centre and planning their own design ideas. Materials – Students explore the use of different materials in store design. Information – Students consider how information on products, prices and sale items is conveyed to the customers.

Vic: MM 3.2, IN 3.2; WA : TP 3.1, 3.2; M 3.1, I 3.1, 3.2 National: Band B, DMA, Information, Materials NSW NSW:: BE S 3.1; IC S3.2; DM S3.8 QLD: TP 3.1, 3.2; MAT 3.1; INF 3.1, 3.2 SA: 3.1, 3.2, 3.3, 3.4, 3.5

English Speaking and Listening – Students, under supervision, approach staff and customers within the shopping centre, asking appropriate questions and recording relevant information from responses. Viewing – Students analyse how customer culture is linked to visual and auditory advertising and information services within the shopping centre. Reading – Students are occasionally asked to seek further information, such as word meanings. Students also use reading strategies to locate information within the shopping centre. Writing – Students formulate and write their own interview questions, practise note-taking skills in a “real life” environment and develop formal letter writing skills as part of the process in this book.

Vic: SL 3.1; RE 3.5 a & b, 3.6 a & b; WR 3.9

NSW NSW:: TS 3.1, 3.2, 3.3, 3.4; RS 3.6, 3.7, WS 3.9, 3.14 QLD: Cu 3.1, 3.3; Op 3.3; Cr 3.2, 3.3 SA: 3.9, 3.10, 3.11

Vic: SR 3.3; IP 3.1,

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Mathematics Space – Students practise mapping skills by sketching areas and using grid references, as well as referring to maps of the shopping centre during the excursion. Chance and Data – Students collect and analyse data during the excursion, in particular collecting customer samples to determine the number and type of customers in certain stores. Other activities touch on number and measurement strands as part of the tasks required but are not listed here as they appear infrequently. Page 8

National: 3.1, 3.2, 3.3, 3.4, 3.6, 3.6 a & b, 3.9, 3.10

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Health and Physical Education Human Relations – All activities in this book encompass this area as students work together as a team while developing their confidence in approaching and talking to adults. Safety – Safe staff working practices and customer safety in the shopping centre car park are two examples of how safety is investigated in this book. Health – Choices in food stores and staff hygiene are addressed in some of the activity sheets.

WA : SL 3.1b, 3.2, 3.4, V 3.1, 3.2, 3.4; R 3.1, 3.2, 3.4; W 3.1, 3.4

WA : IS 3 CHL3

National: 3.7, 3.9, 3.12, 3.13, 3.14 NSW NSW:: COS 3.3; INS 3.3; SLS 3.13; PH 3.12

QLD: PHIC 3.1, 3.3, 3.5; EPD 3.2, 3.4 SA: 3.5, 3.7, 3.8

Vic: SPL 3.1, 3.3, 3.4; CDP 3.2; CDI 3.2 WA : S 3.1, C&D 3.2, 3.4 National: 3.8, 3.25, 3.27 NSW NSW:: S 3.4 QLD: CD 3.2; S 3.2 SA: 3.1, 3.2, 3.3, 3.14

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Name: _____________________

In the Centre

Welcome to “Shopping Centre Study” where you will be investigating your local shopping centre to find out about the world of dockets, trolleys and plastic bags. You will soon be visiting your local shopping centre and working in small groups to uncover the “ins and outs” of the stores inside it. However, for now, you need to do some background research on the centre that you will be visiting.

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You might need to ask your teacher for some of this information, or perhaps you can interview someone that you know who might remember when the centre was first built. What is the shopping centre called? ________________________________________

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When was it built? _______________________________________________________ What was there before the centre was built? _________________________________

^ Why was the shopping centre built in this place? Give three reasons:

__________________________________________________________________ __________________________________________________________________

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^ Look at the shopping centre on a local map. How have they planned the centre so it is easy to get to? ____________________________________________________________________

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^ Have you been to this shopping centre before? ______ If yes, write everything you know about the shopping centre in the space below: ____________________________________________________________________

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o c . ____________________________________________________________________ che e r o _____________ ______________________________________ t r s super ____________________________________________________________________

Related Outcome Outcome: Students will conduct background research on a local shopping centre in preparation for an excursion. Subject Areas: Society and Environment - Resources, Investigation, Communication and Participation.

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Name: _____________________

Words in Store

People that work in shopping centres need to be aware of some of these words so that they understand the conversation when their bosses “talk shop”. ^ Use a dictionary or other resources to write the meanings of these words: Commercial/advertisement: _______________________________________________

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______________________________________________________________________ Trading hours: _________________________________________________________

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Profit: _________________________________________________________________

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Mark up: _______________________________________________________________

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Retail: _________________________________________________________________

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Chain store: ____________________________________________________________

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______________________________________________________________________ Franchise: ______________________________________________________________

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o c . ______________________________________________________________________ che e r o t r GST: ________________________________________ s super Computer scan: _________________________________________________________

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Receipt: _____________________________________ ____________________________________________ ___________________________________________ Related Outcome: Students will use dictionaries and other resources to locate the meaning of words that are often used in retail. Subject Areas: English – Reading; Society and Environment – Investigation, Communication and Participation.

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Name: _____________________

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Getting Ready

You are about to go on your shopping centre excursion. This sheet will help your class to prepare and get the most out of your day. What activity is your group doing for the excursion? ___________________________ Who else is in your group? ________________________________________________

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______________________________________________________________________ What is the name of your adult supervisor? __________________________________

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^ Write three important safety rules for walking in the car park outside the centre:

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^ Write three things that you will do inside the shopping centre to set a good example for your school (think about the way you dress and the way you speak to adults): __________________________________________________________________

^ What should you do if you become separated from your group?

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__________________________________________________________________ __________________________________________________________________

. tebubble below, write down what you will say wheno ^ In the speech you are asking a c shop owner or a customer if you can survey them: . che e r o t r s super __________________________________________________________________

Related Outcome: Students will consider safety and personal presentation aspects of going on a school excursion. Subject Areas: Health and Physical Education – Safety, Human Relations.

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Name: _____________________

Shopping Neighbourhood

^ What types of buildings or services are located near to the shopping centre? Tick the boxes and add your own observations below. Houses

Offices

Hotel

Flats

Warehouses

Doctor Surgery

Cinemas

Hardware Stores

Units

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What do these buildings tell you about the area?

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_________________________

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How often does your family visit a large shopping centre like this?

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____________________________________________________________________ ____________________________________________________________________

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o c . che e ____________________________________ r o t r s super Give a reason for your choice: If you were to open a business close to this shopping centre, what would it be?

____________________________________ ____________________________________ ____________________________________ ____________________________________ Related Outcome Outcome: Students will investigate the impact of other services and buildings located in a shopping centre precinct. Subject Areas: Society and Environment – Resources.

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Name: _____________________

Built to Last

^ What main types of building materials have been used to construct this shopping centre? __________________________________________________________________ __________________________________________________________________

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___________________________________________________________ Why would they have used these materials? _________________________________

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Question

Poor

a) How good does it look to you? b) How safe does it look from the weather?

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^ How would you rate the shopping centre’s outside structure structure?

Average

Good

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e ) How easy does it look to get to by car? ^ What shape is the shopping centre? _____________________ From the appearance on the outside, draw a bird’s eye map of the centre in a rough sketch.

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o c . che ^ Later you e r can compare o r st super your guess to a map of the centre. How close were you?

Related Outcome: Students will analyse the building materials and structure of a shopping centre in terms of durability, access and appeal. Subject Areas: Technology – Design, Materials; Maths – Space (Mapping).

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Name: _____________________

Traffic Control

You have a very important task. Car parks are the customer’s first impression of a shopping centre. Safety and easy access are essential! ^ How many car park entrances does the centre have? _______________________ (You may need help from an adult.)

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Is this enough? ________

Give a reason for your answer: _______________

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Estimate: ________________

Actual number: _______________

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^ Estimate how many cars the car park can hold. See if you can find out the actual number.

How did you work out your estimate? ____________________________________ ____________________________________________________________________

^ Draw a plan of how one of the car park areas is set out.

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^ What is included to make sure that cars travel slowly in the car park?

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. t o ^ How could thee car park areas be improved? c . che e ___________________________________________ r o t r s super ___________________________________________ ______________________________________

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________ Related Outcome: Students will investigate the layout and safety aspects of a shopping centre car park. Subject Areas: Health – Safety; Technology – Design.

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Name: _____________________

Special Delivery

Your special task leads you “behind the scenes” to venture where most customers dare not go! ^ Find the delivery section located outside the shopping centre. Describe where it is situated: ___________________________________________

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____________________________________________________________________ Do you think this is a good place for deliveries? _________ Why / why not?

^ Draw a picture to show how deliveries are made.

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Name some of the places that the supplies come from: _______________________ ______________________________________________________________________

. te ______________________________________________________________________ o c . ^ Do you think all shops in the centre have the same delivery day or schedule? ch e r o _____________________e t r s s r u e p Give a reason for your answer: What were the “clues” that gave you this information? ________________________

_____________________________________________ _____________________________________________ _____________________________________________ Related Outcome: Students will examine the delivery process to a major shopping centre. Subject Areas: Society and Environment – Resources, Natural and Social Systems.

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Name: _____________________

Count ‘Em All Now

Ready to exercise? Your task gives you a chance to see the WHOLE centre. Can you complete your mission in time? ^ Estimate how many shops are in the centre _______________________________ How did you make your estimation? _____________________________________

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^ Now fill out the table below. Make sure you include ALL the shops inside the centre. Put them in the correct category.

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If the shopping centre is very large, allocate each group member with a different list.

Sells mainly food Sells other items Department store Provides ser vices services

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o c . che e r o t r s super Based on what you found, which kind of shop is the most common? _________________________________________________________ Which type of shop seems to be the least common? _____________ Why do you think this is so? __________________________________ Related Outcome: Students will estimate, tally and analyse numbers of types of stores inside a shopping centre. Subject Areas: Maths – Chance and Data; Society and Environment – Resources.

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Name: _____________________

Better Than Ever

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^ List two advantages of this shape:

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The appearance of a shopping centre is very important. Get ready to check it out! Look at the shape of the shopping centre. Finding a map might help if it is a large centre. ^ Draw a rough sketch of the shape here:

_________________________________________________________________ _________________________________________________________________

^ List two disadvantages for this shape:

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How can shopping centres save money on lighting? ___________________________ ______________________________________________________________________ ^ In the shapes, draw five things in the centre that are used to make the shopping experience more pleasant. Put a star next to the one that you think is the best decorative feature:

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Related Outcome: Students analyse the importance of the layout and aesthetic appeal of a shopping centre. Subject Areas: Technology – Design.

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Name: _____________________

Roving Reporter

When are the shops allowed to trade? ______________________________________ Do all the shops in the centre have the same trading hours? ____________________ ^ Look around one section of the centre. Which store is busiest? _________________

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Do you think this store would always be the busiest? ________

Why / why not? _______________________________________________________

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Are there any similar types of shops close together?___________________________

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Often this can be an advantage. Why? ______________________________________

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^ Look around at the kind of customers that are in the shopping centre. Do a quick “sample” of the next 50 customers that you see and tick the box that they best fit in. Men

Women

Teenagers

Children

Elderly P eople People

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Compare your sample to your group. Which age category is most common? _________ Can you think of a reason? ________________________________________________

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^ Many centres have a customer information centre centre.

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Find one if you can and draw the layout here: Related Outcome: Students will analyse customer numbers and services available to customers in a shopping centre. Subject Areas: Society and Environment – Investigation, Maths – Chance and Data.

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Name: _____________________

Supermarket Scan 1

The supermarket is one of the busiest shops in the centre. Find one that you would like to investigate. Is this supermarket part of a chain? _______ How do you know? _______________ ______________________________________________________________________

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^ List three advantages for being a chain store:

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You need to find some toothpaste. What is the quickest way for you to locate it?

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Do you think that the aisles are well organised? _______

Why / why not? _________________________________________________________

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^ How is the supermarket set up to speed the customer through: At the entrance? _____________________________________________________ While shopping? ______________________________________________________ At the checkout? _____________________________________________________ Related Outcome: Students will consider advantages of chain management and structured physical layout of a supermarket. Subject Areas: Society and Environment – Resources, Natural and Social Systems; Technology – Design.

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Name: _____________________

Supermarket Scan 2

“Check out” these tasks in one of the shopping centre’s supermarkets. How is this supermarket advertising its current specials? Look and listen carefully! ______________________________________________________________________

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______________________________________________________________________ Look at the computerised scanner at the checkout. Describe how it works. ______________________________________________________________________

^ List five items for sale that are near the checkout: _______________________________________

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______________________________________________________________________ ^ Draw your favourite!

_______________________________________ _______________________________________ _______________________________________

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Using a tape recorder, record the sound of the supermarket. Is it a friendly place? __________________________

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“Draw” some sounds that you hear:

^ List 5 things that annoy you about the store:

______________________ ______________________ ______________________ ______________________ Related Outcome: Students investigate how visual and auditory aspects of a supermarket influence the shoppers. Subject Areas: Technology – Design, Information.

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Name: _____________________

Terrific Tunes

Are you ready to groove on into the music store? Write the name of the store here: __________________________________________ Look at the CDs that are displayed. Are the CDs actually in their covers? _________

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Explain this: ____________________________________________________________ ______________________________________________________________________ In what way is the music displayed? i.e. by title, type, artist and so on.

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Describe the shop’s classification system: ___________________________________ ______________________________________________________________________

Draw or list some other things you can buy in the shop.

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Can you listen before you buy? ________Explain how: _________________________ ______________________________________________________________________ ^ Use this table below to create a “sample” of the next 20 customers. Make a tick for each customer and then place a cross through it if they buy anything.

. tecustomer = e.g. Browsing Purchasing customero = c . c e her r Child/T eenager Adult t Elderly Child/Teenager o s s uper Male

F emale What did you find out? ___________________________________________________ ______________________________________________________________________ Related Outcome: Students will analyse the type of customers that visit a music store and the services available to them in the store. Subject Areas: Society and Environment – Investigation, Resources; Maths – Chance and Data.

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Name: _____________________

Vegging Out

Get your daily serve of fruit and vegies at the greengrocer. How are the prices displayed? ________________________________ Are these price signs easy to change? ________ Why? ________________________

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______________________________________________________________________ Describe how the shop has made their produce look inviting.

______________________________________________________________________

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______________________________________________________________________

^ Match the way you can buy the following. Choose a method from the box below. Oranges ____________________________ Cabbages ___________________________ Beans ______________________________

By weight

A fixed cost for a single

one or a bunch

Tomatoes ___________________________

_________________________________________________

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How do you get served? Why do they use this system?

. teof scales that are ^ Name and draw the o ^ Draw the kind strangest fruit ccan find. used to weigh the produce. or vegetable that. you che e r o t r s super Name: __________________

Related Outcome: Students will investigate the services and layout of a greengrocer’s store and find out how produce is weighed and costed. Subject Areas: Society and Environment – Investigation, Resources; Maths – Measurement.

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Name: _____________________

Pharma–See

These days, a pharmacy is much more than a place to go when you are feeling ill. ^ Many items that are found in a pharmacy could also be found in a supermarket. List three. Item

Why is it sold in a pharmacy?

1. 2.

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^ Practise your interviewing skills and ask an assistant the following:

How many pharmacists work here?_______ How many are here today? _______

What is the difference between a pharmacist and other people that work here?

____________________________________________________________________ ____________________________________________________________________

What is a prescription? ________________________________________________

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write the type of information that you might need to know to take the medicine properly.

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^ In the shapes below, list three pharmacy products that would sell well in summer, and three that would sell well in winter.

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^ On this medicine bottle,

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Related Outcome: Students will investigate goods sold and services provided at a pharmacy. Subject Areas: Heath and Physical Education – Health; Society and Environment – Resources.

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Name: _____________________

“Meat” the Butcher

A big slab of uncooked meat can look rather unappetising all on its own, so butchers often put a lot of effort into making their displays interesting.

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^ Track down the shopping centre butcher and draw the display with labels:

© ReadyEdPubl i cat i ons What is the most expensive meat you can buy? Meat __________ Price _________ •f orr evi ew pur posesonl y• Why is it the most expensive? _____________________________________________ How are the prices displayed? _____________________________________________

Use your powers of observation. What is the butcher doing to keep the food hygienic?

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____________________________________________________________________ ____________________________________________________________________

. te o c ^ Ask the butcher what specials . e they have for pets. c her r o t s uper Make a sign here advertising s What is the butcher doing to ensure safety in the shop?

______________________________________________________________________

the pet meats:

Related Outcome: Students will investigate goods sold and services provided at a butcher. Subject Areas: Heath and Physical Education – Health, Safety.

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Name: _____________________

A Passion for Fashion

Write down five different types of clothing stores in the centre: _____________________

_____________________

____________________

_____________________

____________________

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^ Draw and describe the window display for the one you find most appealing:

From this window display, describe the type of customer they are hoping to attract:

© ReadyEdPubl i cat i ons ^ Inside• thef shop, try to v find thew cheapest and the most expensive items of clothing. o r r e i e p u r p o s e s o n l y • Using these, estimate the average price for items in this shop. ______________________________________________________________________

(Have a bit more of a look to help your guess.)

Price______________

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Most expensive item: ________________________ Average price _______________________________

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Cheapest item: _____________________________

. te o ______________________________________________________________________ c . c e her r ______________________________________________________________________ o t s supe r Find an item of clothing that you would give as a gift. I would give this to: _________ What security measures does this store have in place to prevent shoplifting?

Describe the item: ________________________________________

Related Outcome: Students will relate the type and price of clothing to the type of customer a clothing store is aiming at. Subject Areas: Technology – Information, Maths – Number.

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Name: _____________________

Tally Up

Name of shop: _______________________________ Good morning / afternoon! We are students from Year _____ at _________________________________ School.

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Today we are visiting this shopping centre as an excursion to learn about the world of retail and we would sincerely appreciate your help.

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As part of a tallying exercise, we would like you to answer the following questions, where possible: Please tally up the number of customers that purchase items in the next 30 minutes: Tally: _________________________

Total: ________

What time of the day did you do this tally? ____________ Who were your main customers?

^ Now please answer these three questions that the students would like to know:

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___________________________________________________________________ ___________________________________________________________________

. te o ___________________________________________________________________ c . che e ___________________________________________________________________ r o t r s super _________________________________________________________________ _________________________________________________________________

___________________________________________________________________ ____________________________________________________________________ Thank you very much for your time. Your information will be very helpful to us. We will be back to collect this survey shortly. Related Outcome: Students will write three questions for a survey that retailers will complete during an excursion to a shopping centre. Subject Areas: English – Writing, Speaking and Listening.

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Name: _____________________

Customer Chat

This survey will help you to get some information about the shopping centre from the customer’s point of view. Include three more questions of your own in the spaces provided. Check them with your teacher first. Introduce yourself and ask the customer politely if they are happy to participate in the survey. Make sure you let them know if you have a tape recorder.

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^ Ask the following questions slowly in a clear voice. Take some notes on this sheet as you go.

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1. How often do you shop at this shopping centre? ___________________________

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2. Why have you come here to shop today? _________________________________ 3. How long did it take you to find a parking spot? ____________________________ 4. Do you find it easy to get around this shopping centre? _____________________ 5. What do you like about this shopping centre? _____________________________ ____________________________________________________________________

6. Is there anything you would like to change or add to this shopping centre? ________

7. ____________________________________________________________________

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____________________________________________________________________ ___________________________________________

______________

Thank you for your time.

Related Outcome: Students will conduct a survey (including three questions that they write themselves) with selected shopping centre customers. Subject Areas: English – Writing, Speaking and Listening.

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Name: _____________________

Which Shop?

So now you have had your day at the shopping centre! Think back to what you saw and answer these questions. 1. Which shop would you best like to work in? _______________________________ Why? _____________________________________________

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__________________________________________________ __________________________________________________

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2. Which shop do you think has the most money spent in it by customers in one day?

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____________________________________________________________________

What makes you choose this one? ______________________________________ ____________________________________________________________________

3. Which shop do you think has the best location? ____________________________

Why is this a good location? ____________________________________________

© ReadyEdPubl i cat i ons 4. Which shop do you think has the worst location? ___________________________ •f orr evi ew pur posesonl y• ____________________________________________________________________

Why is this a poor location? ____________________________________________

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5. To which shop would you go to buy a present for your mum?

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Why? _________________________________________________

. teyou choose if you won a $1000 shopping spree? _____________ 6. Which shop would o c . Why? _______________________________________________________________ che e r o t r ____________________________________________________________________ s super ______________________________________________________

7. Is this shopping centre well planned and well run? __________

Why do you think this? ________________________________________________ ____________________________________________________________________ ____________________________________________________________________ Related Outcome: Students will reflect and write their opinions on the stores that they visited during an excursion to a shopping centre. Subject Areas: English – Writing.

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Name: _____________________

Does it Pay to Advertise?

Working in a small group with one weekly newspaper, work out what fraction of the paper is taken up by advertising. Do this by counting the news stories and counting the advertisements and then tallying up the total for each. What did you discover? ___________________________________________________

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How do shopping centres and supermarkets advertise their specials? 1. In the paper

2. _______________________

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Advertise with us – a full page spread only: $ __________

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^ See if you can find out how much it costs for a “full page spread” advertisement in the newspaper.

3. ________________________

What is the most effective way of advertising in your opinion? __________________

Why do you say this? _____________________________________________________ ______________________________________________________________________

^ Look at some “junk mail” advertising supermarket specials. What are some strategies that are used to make you pay attention to the ads?

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bright colours

^ You have been asked to think of a DIFFERENT way that a shop can advertise its products. You can use anything from standing on a street corner in a costume to flying a painted balloon. Draw your idea in the space below.

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Related Outcome: Students will investigate the different ways by which shopping centres advertise their products and services. Subject Areas: English – Viewing; Maths - Number.

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Name: _____________________

Promotion Commotion

As chief advertising executive of the shopping centre, you have been asked to think of a way to attract more customers. You decide to hold a special event at the centre. It is up to you to decide what special attractions you will have at this event. Remember to cater for young and old, males and females.

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At this promotion, you want customers to see why this is a good place to shop, so try and involve as many of the shops as you can. What fantastic features does the centre have?

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^ Write or draw your plan in the space below:

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o c . chand e Which stores will be involved how? r e o t r s super ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ______________________________________________________________________ ^ On a large sheet of paper, make a poster advertising the special day. Related Outcome: Students will think of new and original ways to promote a shopping centre through a special event. Subject Areas: Technology – Information; Society and Environment – Resources.

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Name: _____________________

Mega–Map

This mammoth map needs all class members to work very carefully and communicate well. Read the instructions and listen carefully to what you need to do. 1. Your teacher will give you a photocopied map of your local area, containing your school and the nearest shopping centre.

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2. You will need: • A square piece of plain or grid paper (about 20cm x 20cm) • A sharp pencil • A ruler • An eraser

3. Your teacher will tell you one grid square (e.g. C5 or D7) from the map to draw onto your big square. Make sure you have got the right one. Your partner should have the square next to you or underneath you. 4. Decide in your class what symbols will be used, and how wide the roads should be drawn. 5. Look carefully at your grid square and draw the roads carefully on your large-scale square. See if you can match the roads up with your partners who are drawing squares on either side of you.

St st in i Ma l Chem

News Agent

Car Park

Delicatessen

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Fruit & Vegetable

Bank

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Railway Road

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Railway Station

Church

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Park Street

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Treetop Road

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6. Now fill your square in with street names, landmarks, important buildings, schools and other things.

Shore Road

Key

= Bus Stop

really well, perhaps your class can even paint it.

Service Station

Car Park

^ You can use this map for looking at many aspects of your local area, such as: • Distances from school. • Who lives where? Related Outcome: Students will produce part of a map of a local area by producing a scaled reproduction of one grid square. Subject Areas: Maths – Space.

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Name: _____________________

Parking Problem

As part of the design team for the shopping centre, you are responsible for planning a car park that is hassle-free and spacious. ^ You need to plan for 50 bays, including some special considerations. Write down some notes for what you need to include for these:

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2 Disabled Parking bays: _________________________________________________ ______________________________________________________________________

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2 “Parents With Prams” bays: _____________________________________________ ______________________________________________________________________

A taxi rank: _____________________________________________________________ ______________________________________________________________________

A bus stop: _____________________________________________________________

______________________________________________________________________

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^ Draw your plan below. Make sure you include all the special bays. Be sure that your car park is:

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Related Outcome: Students will draw a plan for a car park that caters for specific customers and vehicles and is safe and accessible. Subject Areas: Technology – Design; Maths – Space.

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Name: _____________________

A Little Bingle

Imagine that you have had a small accident in the car park of a shopping centre. What went wrong? Were you a driver or a pedestrian? Could this have been avoided? ^ Write an email to the shopping centre management describing your experience, and include some suggestions on how they can make their car park safer. Untitled - Message 0Send Print Attach Reply Delete Address Book From: To: Cc: Subject:

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manager@shoppingcentre.com

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ÂŠ ReadyEdPubl i cat i ons â&#x20AC;˘f orr evi ew pur posesonl yâ&#x20AC;˘

o c . c e r ^ Design your own h e o t r safety sign for the s s r u e p car park.

Related Outcome: Students will think of some of the safety hazards in a shopping centre car park and consider possible solutions in written and design formats. Subject Areas: Health â&#x20AC;&#x201C; Safety; English â&#x20AC;&#x201C; Writing. Technology â&#x20AC;&#x201C; Design, Information.

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Name: _____________________

A Designer’s Eye

Shopping centres not only have to sell fantastic goods at great prices, they also have to have an environment that appeals to all of the senses. Let your eyes, nose, ears, hands and taste buds guide you as you draw some ideas for how you will make shopping an ultra-pleasant experience. Your ideas will create a special area where shoppers can go to relax or have fun. What can you ...

See?

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(Soft music, wind chimes, happy announcements?)

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(A waterfall, a plant display, some lovely art?)

meat, floral perfume?)

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(Freshly baked cookies, cold drinks?)

^ Draw some customers enjoying your new sensory design.

Related Outcome: Students will design an area for a shopping centre that appeals to all senses of the shopper. Subject Areas: Health – Physical and Mental Health; Technology – Design.

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Name: _____________________

Last Minute Buy

Checkout displays are specially designed to tempt people to buy things that they really don’t need. In the spaces below, look at the type of person at the checkout and decide what sort of things they might be persuaded to buy at the last minute. ___________________________________________________________

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___________________________________________________________ ___________________________________________________________

___________________________________________________________

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___________________________________________________________ ___________________________________________________________

__________________________________________________________ __________________________________________________________

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___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________

^ Choose one of these and draw a checkout display for them on the back of this page. Related Outcome: Students will use stereotyped images to determine possible impulse purchases of certain customers. Subject Areas: English – Viewing; Society and Environment – Culture.

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Name: _____________________

Docket Detective

^ A detective has found a docket at a crime scene. Fill in the answers below to help them solve the crime. What suburb might the person be living

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close to? ________________________

early or late? _____________________

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Teac he r

Do you think this person finishes work

If we went to Savings Galore, who should we ask to speak to? _______________

Why? ___________________________ ________________________________

________________________________ © ReadyEdP ubl i cat i ons •f orr evi ew pu r posesonl y• Look at the items that were purchased.

What do these items tell us about this person?

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o c . ________________________________ che e r o Bonus crime-fighter points: t r ________________________________ s super ________________________________

What does GST stand for? _________

ABN? ___________________________

Imagine that the crime took place right after this purchase. What kind of money might be in this person’s wallet?

________________________________

Related Outcome: Students will use information on a shopping docket to build up a profile of a customer. Subject Areas: English – Reading, Viewing; Society and Environment – Culture.

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Name: _____________________

A Docket in Your Pocket

^ Cut out pictures from magazines or draw people in the spaces to match these dockets.

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Somebody was charged too much! Who was it?

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Pssst!

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^ On the back of this page, make a docket up that shows what your family shopping might look like. Don’t forget to include prices, cash paid and change!! Related Outcome: Students will use information on a shopping docket to draw or find a picture of a stereotype that fits the image. Subject Areas: English – Reading, Viewing; Society and Environment – Culture.

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Name: _____________________

It’s in the Bag … Or Is It?

Over the past decade, there has been growing concern about the environmental impact of plastic shopping bags. These innocent looking items threaten our precious sea animals that mistake them for jellyfish and swallow them or become entangled in them. Species such as the whale have been found dead, with several plastic bags in their stomach. Plastic bags can also block water flow, leading to floods, or simply fill up our land with ugly rubbish. The bags may look small and light, but when you think about the fact that Australians use billions, YES, BILLIONS, every year, it makes quite a pile. Add to that the fact that some shopping bags take between 20 and 1000 years to decompose, and we have a frightening amount of plastic bags left hanging around even after our grandchildren are gone.

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r o e t s Bo r e p ok u So what can weS do?

The best way to stop this problem is to refuse plastic bags. Many shops now offer alternatives such as cardboard boxes or reusable cloth bags. Next time you are shopping, use an alternative, or at least try to cram as much into one plastic bag as possible so that you limit the number that go into waste.

It has been considered (and may have even been introduced since the writing of this book) that putting an extra charge, or levy, on plastic bags at shops, may discourage customers from using so many bags at the checkout.

Re-using bags is a possibility, but think about this – if plastic bags are re-used as rubbish bags, they are still going to end up on the rubbish pile! Get creative and think about other uses for plastic bags that stick around, like making a craft project out of them. plastic pipes, pots, etc. Many stores have recycling facilities so used bags can be handed in.

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Supermarkets can play a major role, and many supermarkets chains have trialed projects such as having “plastic bag-free lanes”, providing recycling facilities and offering lowpriced alternative bags for long-term use. At least one Australian town has decided to place a total ban on plastic bag provision. Another solution in the pipeline is the production of biodegradable plastic bags that break down in 18 months to three years, much less time than the non-biodegradable ones!

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• Write a story about what happens in 1000 years when students going on a school excursion to a national park find a huge pile of plastic bags that WE have left behind. • Write a song about the evils of plastic bags, including some messages about what can be done to stop the problems. • Create a piece of artwork using mostly plastic bags, so that you make a contribution to re-using. • Write down a personal environmental goal sheet, with five ways that YOU can reduce the plastic bag problem. • Make a chart with pictures showing all of the problems that one plastic bag could cause. • Write a letter to your local supermarket outlining your concerns about plastic bag use. • Ask an adult to help you make a strong cloth bag with a handle that you or your family can use as a plastic bag alternative. • Draw a cartoon showing the thoughts of a sea animal that has lost all its friends to plastic bags. Related Outcome: Students will select one or more activities to promote the message of environmental damage by plastic bags. Subject Areas: English – Reading, Writing, Viewing; Society and Environment – Place and Space.

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Last Minute Sale ^ Fill in your spare time by shopping through this spree of ideas!

FINDING OUT – Students can investigate to find out more • • •

• •

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•

information on their local shopping centre. Find out the history of a shopping centre by asking older people in your local area. Make a timeline of all the changes that have been made over the years. Make a “Did You Know?” chart about all the interesting facts that your class learned on the shopping centre visit. Use a map to look at the distance between your house and the local shopping centre. Work out and mark the best paths to get there by car, by bike and by foot. Challenge yourself to making an A–Z list of types of shops. Can it be done? Perhaps the Yellow Pages might help! Find out about where the greengrocer gets some of their produce. Make a flow chart showing the journey of a humble fruit or vegetable from “seed to salad”. Find out about ten bargains that are available at your local supermarket. Don’t forget to tell your parents and teacher!

USING – Students can use information that they have gathered to extend

• •

• • • •

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their ideas and create new designs. Using information on delivery patterns of a shop for a month, make a graph to show how often goods are delivered. Using the information from “Customer Chat”, make a list of the most common customer needs. Draw a design for “the perfect shopping centre” for your area. Fruit and vegetables are always encouraged as a big part of a healthy meal. Use some brochures from supermarkets and grocery stores and design your own vegie stir-fry or fruit salad. Work out how much it would cost by checking and adding all the prices. (Make sure you estimate how much you will need – you won’t need a kilo of each fruit!) Use your knowledge of the centre that you have visited to make up a special voucher booklet with special offers from at least five stores. Include ideas such as competitions, free samples, special discounts and two-for-one offers. Make up a board game about shopping. Write down some good and bad shopping situations on the squares and create some “chance cards”. Maybe the person who gets the lowest shopping bill or finds the best bargains can be the winner. See how good your mapping memory is by trying to draw a map of the shopping centre you visited without looking at any clues. Then compare it to a real map of the centre. How well did you do? Do some research on colours and what moods they create. Using this information, design a wall mural with a colour scheme that puts shoppers in a good mood. Play “shopping charades”. Act out a certain store and ask your classmates to have a guess at what you are selling.

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Last Minute Sale

(Cont.)

CREA TING/EV AL UATING – Students can extend themselves by exploring CREATING/EV TING/EVAL ALU

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Teac he r

original ideas or forming an evaluation on a new idea. • Imagine that you want to promote your new CD to the music shop. Design a CD cover that will catch the store-manager’s eye. Use some card and try to actually make the CD cover by creating a 3D “net”. What else will you do in your campaign to get noticed? • Design a docket (receipt) that is “user-friendly” for young children. What do you need to do to make it easier for them to understand it? • Invent a new anti-shoplifting device for the store of your choice. Try to be creative and think of a completely new idea. Draw and label your invention. Ask classmates to judge how well your invention will work and then make improvements to your design if necessary. • Imagine that you can make a shopping centre that is perfect just for your family. Use recycled materials to build a model. • Many centres have a “mascot” or character that is used for centre promotions and advertising. Create a character or animal that you think would make a good mascot for a seaside shopping centre. Draw your character and give him or her a name. Perhaps you could also think of a catchy slogan that can be used to attract shoppers to the centre. • Make up a score card for judging shops by appearance, service, value for money, etc. You might even like to use this on your class shopping excursion. • Interview five adults on what they think are the major problems with shopping trolleys. Use this information to design an improved shopping trolley. • Make a book about “Shopping Centres” for a five year old. Include the types of shops that they are likely to find. If an information book is too hard, what about a colouring book? • Ask your teacher if you can have a look at this activity book. What types of shops are missing? Play teacher and see if you can make an activity sheet for these missing shops. • Imagine that you are manager of a shopping centre for a month. What special incentives will you offer your staff to work really hard during this time? Make up a staff mail-out flyer to tell them about these rewards. • What is something amazing that could happen at a shopping centre, e.g. a woman having a baby, an escaped cow on the loose and so on? Use your imagination and write a news report with a picture on some incredible event! Don’t forget a few quotes from astounded customers and the shocked store manager. • Make up a survey about shopping called “What do you do?” (Example: You buy an expensive jacket that is “on special”, then see it in another store for half the price! What do you do?) When you have between five and ten scenarios, give the survey to some classmates and then compare their reactions. • What if the electricity was out in a shopping centre for a week? Draw a chart showing all of the things that could go wrong. (Make sure you think about light, security, refrigeration, communication, etc.) • Make up a tape of songs that you would like to hear played over the shopping centre PA system. • Write down a plan for an environmentally friendly shopping centre. Include ideas on how to save power, reduce waste such as plastic bags, limit litter and so on. Include lots of greenery and promote the environmental message to shoppers.

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