Economics & Business · Year 8

Active learning ideas

Franchises and Social Enterprises

Active learning works for franchises and social enterprises because students need to see how ethical choices shape real business decisions. When students debate, investigate, and plan, they connect abstract concepts like CSR to concrete outcomes in products, policies, and brand reputation.

• ACARA Content Descriptions
• AC9HE8K02

• 30–50 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Formal Debate
• 50 min · Whole Class

Formal Debate: Profit vs. Purpose

Organize a debate on the statement: 'The only responsibility of a business is to make a profit for its owners.' Students must research and use examples of CSR successes and failures to support their arguments.

Differentiate between the ownership and operational models of a franchise and an independent business.

Facilitation Tip

During the debate, assign clear roles like ‘ethical manager’ and ‘profit-focused CEO’ to ensure every student contributes evidence-based arguments.

What to look for

Present students with two brief business scenarios. Scenario A describes a business with a standardized menu, branding, and operational manual. Scenario B describes a business focused on employing long-term unemployed individuals and donating profits to local charities. Ask students to identify which is more likely a franchise and which is more likely a social enterprise, and to provide one reason for each identification.

• Analyze
• Evaluate
• Create
• Self-Management
• Decision-Making

Activity 02

• Inquiry Circle
• 45 min · Small Groups

Inquiry Circle: Greenwashing Detectives

Groups are given several 'eco-friendly' product advertisements. They must research the company's actual practices to see if the claims are backed by evidence or if it's an example of greenwashing, presenting their 'verdict' to the class.

Analyze the dual objectives of social enterprises (profit and social impact).

Facilitation Tip

For the greenwashing investigation, provide students with actual company reports and advertisements so they can practice close reading and critical analysis of sustainability claims.

What to look for

Facilitate a class discussion using the prompt: 'Imagine you have $50,000 to start a business. Would you prefer to buy into a well-known franchise or start your own independent business? What are the top two advantages and disadvantages you see for each choice?'

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Gallery Walk
• 30 min · Whole Class

Gallery Walk: Reconciliation Action Plans

Display summaries of Reconciliation Action Plans (RAPs) from various Australian companies (e.g., Woolworths, BHP). Students move around to identify specific actions these companies are taking to support Indigenous employment and culture.

Evaluate the advantages and disadvantages of buying into a franchise system.

Facilitation Tip

When reviewing Reconciliation Action Plans, ask students to focus on measurable goals rather than symbolic gestures to deepen their understanding of genuine social impact.

What to look for

On an exit ticket, ask students to define 'social enterprise' in their own words and provide one example of a social or environmental problem that a social enterprise could aim to address.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Teach this topic by grounding every lesson in real-world examples students can relate to, such as local cafes or sports franchises. Avoid abstract lectures on CSR—instead, use case studies and role-play to show how ethical decisions play out in day-to-day operations. Research shows that students grasp complex economic ideas when they see them through the lens of familiar businesses rather than theoretical models.

Successful learning looks like students confidently distinguishing between profit-driven franchises and purpose-driven social enterprises. They should articulate why ethical practices matter and how they influence long-term business success, using evidence from their activities.

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Watch Out for These Misconceptions

• During the Structured Debate: Profit vs. Purpose, watch for students who assume that social enterprises cannot be profitable or that franchises are inherently unethical.

  Use the debate roles and scoring rubric to redirect this idea. Have students research and present real examples of profitable social enterprises and ethical franchises, such as Patagonia or The Body Shop, to challenge these assumptions with evidence.

• During the Collaborative Investigation: Greenwashing Detectives, watch for students who equate any environmental claim as genuine CSR.

  Have students compare a company’s sustainability report with its marketing materials, using a checklist of red flags like vague language or lack of third-party verification. This will help them recognize that CSR must be backed by transparent data and actions.

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Methods used in this brief

• Formal Debate
• Inquiry Circle
• Gallery Walk