Lesson Plan

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Lesson Plan
Grade: Date: 25/02/2026
Subject: Business Studies
Lesson Topic: advantages and disadvantages of job, batch and flow production
Learning Objective/s:
  • Describe the three main production methods (job, batch, flow) and their key characteristics.
  • Compare the advantages and disadvantages of each method using criteria such as cost, flexibility, lead time and quality.
  • Analyse which production method best suits a given product scenario.
  • Evaluate how the choice of production method influences business decisions on pricing and investment.
  • Apply knowledge by completing a comparison table for a case‑study product.
Materials Needed:
  • Projector or interactive whiteboard
  • Slide deck summarising job, batch and flow production
  • Printed comparison worksheets
  • Sample product images (custom furniture, bakery batch, automobile)
  • Markers and chart paper for group work
  • Exit‑ticket cards
 Introduction:
Begin with a short video clip showing a bespoke product, a bakery line, and a car assembly to hook interest. Ask students what they notice about how each product is made, linking to prior knowledge of “custom” vs “mass” production. Explain that by the end of the lesson they will be able to identify the most suitable production method for different business contexts.
Lesson Structure:
  1. Do‑now (5') – Quick quiz on key terms (custom, batch, mass) to activate recall.
  2. Mini‑lecture (10') – Overview of job, batch and flow production with real‑world examples.
  3. Guided analysis (12') – Examine advantages and disadvantages using slide tables; teacher models note‑taking.
  4. Group activity (15') – Each group receives a product scenario, fills a comparison chart and decides the optimal method.
  5. Whole‑class debrief (8') – Groups present conclusions; teacher clarifies misconceptions.
  6. Check for understanding (5') – Kahoot quiz or exit‑ticket question summarising key points.
Conclusion:
Recap the three production methods and their main pros and cons, highlighting how business goals dictate the choice. Collect exit‑ticket responses asking students to state which method they would recommend for a new smartphone launch and why. For homework, students will research a real company and write a short paragraph explaining the production method it uses and the rationale behind it.