102087 Secondary Curriculum 1A

Commerce Assessment 2 – Unit of Work

15895338 – Lyndal Howison

Core Topic 2:
The Economic and Business Environment

Contents
Unit Outline...........................................................................................................................................2
Program.................................................................................................................................................3
Resources............................................................................................................................................14
Assessment Notification – Group Project............................................................................................21
Sample of Online Case Studies, Videos and Websites.........................................................................26
External Resource................................................................................................................................30
Rationale.............................................................................................................................................31
References...........................................................................................................................................34

1
Unit Outline
Subject:
Commerce
Unit title: Core 2 – The Economic and Business Environment
Key Concepts/ Big Ideas
This unit provides students with
foundational skills and knowledge of
economics, the interplay of markets
and influences on the business
environment.
Unit context within Scope and
Sequence/Purpose
This program represents
approximately 60-75% of Core 2: The
Economic and Business Environment,
which is estimated to take 20-25 hours
to teach. It is recommended to be
taught in syllabus sequence: after
Core 1 and before Core 3.
Literacy Focus
Course: Number of Weeks:
Stage 5 4-5 (16/17 lessons)
The importance of this learning
Trade and interdependence are threshold concepts for Commerce (Rooney, 2013) and this unit explores these from a range
of angles, employing student enquiry activities across the spectrum of complexity and in a range of medium. Key economic
principles are covered through the use of real world examples, including the five sector flow model of the economy, market
interactions, and supply and demand. This unit can be conceived as an introduction to macroeconomics, and supports
enhanced understanding and contextualisation of other subject units including Core 4: Law, Society and Political Involvement.
It provides foundation knowledge for further study of Economics and Business Studies
Syllabus Outcomes
- applies consumer, financial, economic, business, legal, political and employment concepts and terminology in a variety of contexts
COM5-1
- analyses key factors affecting decisions COM5-4
- evaluates options for solving problems and issues COM5-5
- researches and assesses information using a variety of sources COM5-7
- explains information using a variety of forms COM5-8
- works independently and collaboratively to meet individual and collective goals within specified timeframes COM5-9
Numeracy Focus ICT Focus Differentiation

From Parliamentary briefing notes
to ABC Education clips, this unit
spans a wide range of literacy
stimulus, in text, digital and multimedia
formats. Student writing is based around
directive verbs including explain, evaluate
and infer. Activities also include creation of
diagrams to develop visual-verbal
communication skills. The capstone project
calls for the creation of a news report in
video form, to a script created by following
supported but self-directed group research.
Students interact with real-world
numeracy stimuli from sources
including a Reserve Bank interactive
tool and a corporate shareholder letter, to
interpret statistical information and
recognise patterns and relationships. They
create charts to demonstrate relative scale
in relation to GDP, and numerical
relationships through supply and demand
charts.
ICT is a key focus of this unit as the
primary mechanism for student-
directed inquiry and as an enabler
for interactive real-world tools such as
World Bank data (global GDP exercise).
Students use ICT collaboratively to create
evidence of their learning, including
quizzes, diagrams and videos, in line with
research findings about effectiveness
(Hattie, 2009).
The lessons feature a range of
learning activities with varied
opportunities for process, product
and learning environments. More
opportunities for content differentiation
could have been beneficial. The lessons
offer consistent opportunities for extension
activities giving students exposure to
differentiated content. Direct instruction is
provided verbally and visually, most
learning activities are student-directed.

Assessment for Learning activities are indicated in this document by (AfL)

2
 Program
Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
Week 1 Introducing Unit Learning Intention: Students will develop foundational skills and knowledge of economics, learn about the interplay - Bubble.us
Lesson 1 Economics mindmap
and of markets and the many influences on business, and finish with a challenging project that will get us thinking website and
Introduction Concept Hook (provocative statement): You are the economy account on IWB
to the Five - Google Forms
Sector Model Mindmap: “we are the economy”: Students work individually to list all the ways they participate in the economy. Class Online
then jointly creates an online Bubble.us mindmap of our visible and invisible economic interactions. Teacher to elicit as WORKSHEET
(available at
many unexpected forms of economic participation as possible including: store loyalty cards, social media profiles, https://forms.gle
household chores, pocket money, school attendance, our sport and entertainment activities. /hKpaQCxB8iiDya
6y8): Global GDP
This activity provides a useful diagnostic assessment opportunity into students’ existing awareness of the scope of Comparisons -
the World in
economic activity in the lives of consumers. Also intended to engage student Background Knowledge and Connectedness
Data:
Class Discussion with Prompting Questions: Are any of these elements surprising to us? How is our mindmap different to https://ourworldi
ndata.org/graphe
the one that our grandparents would have compiled? How might this mindmap differ in countries with higher or lower r/gross-domestic-
incomes than Australia? What is the role of technology in our economic participation? product?
country= and
Rationale: expand pre-existing definitions of the economy, establish its universal and personal relevance (AfL) https://ourworldi
Concept Overview (direct instruction): define and provide exemplars of key concepts including production, consumption, ndata.org/graphe
r/gdp-per-capita-
income, goods and services, sectors, households, businesses, financial sector and GDP. Students called on to contribute worldbank
examples of each from their own consumer experience. - Direct instruction
provided verbally
GDP Inquiry Activity (student inquiry): Students to commence online worksheet in Google Forms with visual
(https://forms.gle/hKpaQCxB8iiDya6y8) to explore the relative size of the Australian economy and the concept of support (PPT on
IWB)
per capita.
Lesson Close: recap of lesson content and intro to next lesson: modelling economic flows
Week 1 Economy and Learning Intention: Students will extend their understanding of key economics concepts including GDP and find out - WORKSHEET
Lesson 2 GDP (provided):
continued about the Five Factor Economic Model Global GDP
Intro to the Concept Hook (pick one word): students to write a single word on the board that describes the economy. Examples Comparisons (see
Five Sector previous lesson -
Model might include “dynamic” or “growing” but everyone should find a different word (be quick!) Teacher to propagate a class available at
Game/Interac discussion if appropriate – what can we notice about this collection of words? Are there any themes? Students https://forms.gle
tive /hKpaQCxB8iiDya
who chose noteworthy words invited to expand on their thinking. (AfL) 6y8
GDP Inquiry Activity (student inquiry - continued): Students to complete online worksheet in Google Forms - Direct instruction
provided verbally
(https://forms.gle/hKpaQCxB8iiDya6y8) to explore the relative size of the Australian economy and the concept of with visual

3
Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
per capita. students who have completed the activities providing assistance to those who need it. Closing discussion support (PPT on
IWB)
about this task: what did we learn? What was surprising? What can we understand about the Australian economy - Some classroom
through a consideration of the concept of per capita. (AfL) setup required
for Circular Flow
Concept Overview (direct instruction): the Five Sector Flow Model using video and slides. kinetic activity
Students Create a Circular Flow Model (kinetic interactive activity): students are grouped into five groups and allocated a
sector and a set of associated economic flows inward and outward. For example, Household sector outward flows
include: economic resources to firms; consumption (or purchases) of goods and services to firms; taxation payments to
the Government; savings to the Financial sector; imports to the Overseas sector. Students will model these flows using
pens and pencils. The teacher will then “intervene” to create and illustrate leakages, by removing some pens from
Exports or Government Expenditure. This will elicit the concepts of interconnectedness, expansion and contraction.
Student Self-Reflection: Students to begin a private Google Doc to record their responses to this unit. Topics to address
in self-reflection this lesson – how should we respond to the large inequalities in GDP per capita?
Lesson Close: recap of lesson content and intro to next lesson: the economic roles of the government
Week 1 Roles and Learning Intention: Students will investigate the special roles of the government and the financial sector in the economy - Hook video:
Lesson 3 Interdepende https://www.re
nce - Concept Hook (“I’m from the Government and I’m here to help”): video from Reagan Foundation, teacher to provide
aganfoundation
Government context and meaning for this statement. .org/ronald-
Concept Overview (direct instruction): explain and provide examples of the economic roles of government, including reagan/reagan-
quotes-
government spending, the concept of regulation, legislation and institutions that regulate economic activity including speeches/news-
ASIC, ACCC, ATO and AEMC. conference-1/
- Government
Class Discussion: What is the role of the government in the economy? Should the government put business first or
regulators
consumers? Should government stop business from making a profit, if so, when? Governments sometimes change from Student
one party to another; to what extent should politics be involved in economic regulation? (AfL) Research
(shared Google
Government Regulators (student inquiry): students work in groups of 3 – 4 to investigate one government Doc) available
regulator from list above. Students will explain its function, describe how its work influences the economy, and at:
find one real-world example where this regulator has taken action to stop an activity. Explain why the regulator https://docs.go
ogle.com/docu
took action. Students to report on their findings verbally to the class and enter their research into a shared Google ment/d/1ib6Ua
doc to create a joint resource. Students will conduct a peer assessment exercise, rating the content and quality of RE3ZOE6PiW4k
GMkTgh-
other reports. (AfL) jvTMTVY11rJnki
Student Self-Reflection: Students to record their responses to this lesson with the following self-reflection topic – In what -WA70/edit?
ways is the government successful or unsuccessful in its role of caretaker for consumers? usp=sharing

4
Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
Lesson Close: recap of lesson content and intro to next lesson: the economic roles of the finance sector
Week 1 Roles and Learning Intention: Students will extend their understanding of the special roles of the government and the financial - Video (2:30):
Lesson 4 Interdepende https://youtu.be/
nce – Finance sector in the economy and investigate these 7ScQWxDRTlk
Concept Hook (cartoon): A brief history of self-regulation - News article (The
Guardian):
Concept Overview (direct instruction): explain and provide examples of the functions of the financial sector including https://www.the
banks, insurance companies, superannuation funds, asset managers. guardian.com/au
stralia-news/ng-
Finance Sector Scandals (video, news review and writing exercise): class watches Canstar video as primer on Royal interactive/2018/
Commission into Financial Services Misconduct. Students view Guardian article “A recent history of Australia's banking apr/19/a-recent-
history-of-
scandals”. Students create a 3 paragraph email from an imaginary customer who has been affected. The audience australias-
banking-scandals
for the email is the financial institution and the purpose is to personalise the impact of this event. (AfL)
- Solve it – Banks
So Solve it! (student inquiry): Students work in pairs to investigate the recommendations from the Royal Commission. Report Card
worksheet
Which of these were accepted by government? Have any become law as of today? Write a report card to (PROVIDED)
government about this event – with a grade and a constructive comment suggesting ways to improve. (AfL) - Direct instruction
provided verbally
Student Self-Reflection: Students to record their responses to this lesson with the following self-reflection topic – Who with visual
are the different stakeholders of financial institutions? Challenge students to think creatively – future generations? support (PPT on
IWB)
Lesson Close: recap of lesson content and intro to next lesson: economic cycles. Students invited to give feedback on
curriculum and pedagogy either through Google Classroom stream or anonymous suggestions in a classroom box
Week 2 Economic Learning Intention: Students will learn about the dynamism and cycles of the economy - Hook videos:
Cycles – Charging Bull and
Lesson 1 Concept Hook (Charging Bull & Fearless Girl on Wall Street): Students shown video about the debate over the positioning Fearless Girl:
Features
https://youtu.be/nt
of the Fearless Girl statue which has now been moved away from the “Wall St bull”. Teacher explains about bull as 4r_FQbXuM
symbol of strong, growing financial markets. Students invited to take a position on this issue in brief ethical debate. - Images of the Great
Depression:
Concept Overview (direct instruction): explain and provide examples of the phases of the economic or business cycle https://www.gettyi
mages.com.au/pho
including concepts of expansion, contraction, recession, depression, bull markets, bear markets, booms and busts. tos/great-
Vote with your Feet – Economic Cycles (kinetic interactive activity): Teacher to read and display text of various features depression?
mediatype=photogr
of economic cycles, students move to different sides of the room to identify whether that trend is expansionary or aphy&phrase=great
%20depression&so
contractionary. Changing economic factors include: decreasing consumer spending (contraction); rising inflation rt=mostpopular#
(expansion); rising interest rates (expansion); rising unemployment (contraction) (based on page 74 of Chapman, - ABC News article
(Great Depression
Freak and Stahl). (AfL) and today’s
economy):
The Great Depression (student Inquiry and writing exercise): students to read ABC Hack article about the Great https://www.abc.n
Depression and today’s COVID-recession, then work in groups to: identify 4 – 5 similarities or differences between et.au/triplej/progra
ms/hack/great-

5
Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
1929-1938 and today, AND 3 – 4 government policies from the article, identifying whether these are expansionary or depression-lessons-
economic-
contractionary. These should be presented in a diagram such as a PowerPoint SmartArt or Google Slides diagram. (AfL) downturn-
coronavirus/12212
Economic Numeracy and Student Interactive: Students to visit RBA website, use Economic Snapshot function and 662
complete worksheet to learn about economic indicators, change over time, and the roles of the Reserve Bank. - RBA Economic
Indicators
Student Self-Reflection: Students to create an Instagram post that illustrates one of the effects of the Great Depression. worksheet
(PROVIDED)
This can be a “found” image or self-drawn, on devices or on paper. Sample images available at link (see Resources). - Direct instruction
Instagram post should include a caption. provided verbally
with visual
Lesson Close: recap of lesson content and intro to next lesson: economic cycles support (PPT on
IWB)
Week 2 Economic Learning Intention: Students will continue their inquiry into economic cycles - Hook video:
Lesson 2 Cycles – Boom Netflix growth:
and Bust Concept Hook (Pandemic has been a boon for Netflix): Video about Netflix growth (stop at 2:38) https://youtu.be/
Game Concept Overview (direct instruction and class discussion): recap of key concepts relating to economic cycles including K_qVYM_2UeM
- Boom and Bust
spotlights on businesses that have benefited down economic downturns, such as Netflix. Students to contribute ideas Game worksheet
about businesses that can succeed during downturns. May include: home repairs, discount stores, second hand stores. (PROVIDED)
- Netflix letter to
Boom and Bust Game (concept reinforcement and fun quiz): Students to work independently to study the features shareholders for
of expanding and contracting economies and then work in pairs to conduct timed (blind) quiz on the features (AfL) chart activity:
https://s22.q4cdn
Netflix Numbers (student Inquiry and charts): Students to review and interpret the introduction and financials in .com/959853165
/files/doc_financi
Netflix latest ‘letter to shareholders’ (Q2, 2020) and create a chart that depicts their growth in subscriber numbers
als/2020/q2/FINA
(AfL) L-Q2-20-
Shareholder-
Student Self-Reflection: Students to record their responses to this lesson with the following self-reflection topic – Letter-V3-with-
the boom and bust of the economic cycle has a severe human impact. Is there an alternative? Tables.pdf
Lesson Close: recap of lesson content and intro to next lesson: what is a market
Week 2 Introducing Learning Intention: Students will learn about markets and the things that shape them - Supply and
Lesson 3 Markets – key Demand video 1
concepts Concept Hook (provocative questions in multiple choice format): What is a market? Which of these items are traded on (IMF, 1:48):
markets? Your shopping data, human cells, religious beliefs, used car tyres, romantic advice? https://youtu.be/
2Wp-diDRVKI
Concept Overview (direct instruction and class discussion): explain and provide examples of key concepts including - Supply and
markets, supply and demand, market equilibrium and price mechanism Demand video 2
(2:10)
Video 1: Note Taking (critical thinking writing): Class to view video from the IMF about supply and demand. https://youtu.be/
Students to independently create a three question quiz to test their peers on these concepts using a Google Form 8-yWKgZv9JY and
worksheet
and then quiz each other. Students then provide written feedback to each other through the Google Form – one (PROVIDED)
- Direct instruction
6
Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
thing that was awesome, and something to think about for next time. (AfL) provided verbally
with visual
Video 2: Making Charts (student Inquiry and charts): Students to view second video from the Economics Detective with support (PPT on
more detail on supply and demand charts. Students then complete worksheet where they predict the effect on IWB)
demand and supply of market changes and make a corresponding chart. They then create an additional market
scenario and create a final chart. (AfL)
Student Self-Reflection: Students to record their responses to this lesson with the following self-reflection topic –
Describe a scenario where supply and demand charts could help people in business understand their market.
Lesson Close: recap of lesson content and intro to next lesson: types of markets
Week 2 Markets – Learning Intention: Students will continue their investigation into markets with a focus on retail and the labour market - Hook video
Lesson 4 Retail and (Schitts Creek):
Labour Concept Hook (fun video - the “future of retail”): TV character describing his plans for his retail business: “it’s a general https://twitter.
Markets store, but it’s also a very specific store. It’s also not just a store…” com/SchittsCre
Concept Overview (direct instruction and class discussion): explain and provide examples of key concepts including types ekPop/status/8
371066905750
of markets; retail, labour, financial and stock markets. Highlight examples of retail and the rapid growth of online 85568?s=20
markets particularly in the wake of Coronavirus. - The Future of
Shopping – online or on foot? (student online research and discussion): Students to individually select a retail outlet that Work video
(RBA):
they have purchased from online AND in person. Teacher can provide examples if this is challenging. Class to investigate https://youtu.b
the similarities and differences between their own experience as consumers then research the business – which e/ljiQ2rAoKxE
market is growing or declining, what are the drivers of these changes, what is the impact of overseas customers - The Future of
Work
and overseas competitors? Estimate the likelihood of the student’s chosen retailer moving entirely online to avoid worksheet
the decline of “bricks and mortar” retail, or is there a lasting role for “experiential retail”? (AfL) (RBA):
The Future of Work (RBA Video 5:34): Class to investigate the skills that are likely to experience growing and declining https://www.r
ba.gov.au/educ
demand (key concept) in the labour market of the future, using video resource from the Reserve Bank of Australia ation/resource
(RBA) and then complete the RBA worksheet. Class can complete worksheet together if too challenging. (AfL) s/learning-
Student Self-Reflection: Students to record their responses to this lesson with the following self-reflection topic – activities/pdf/a
ctivity-future-
Describe your ideal job. Would you take flexibility over security? of-work.pdf
Lesson Close: recap of lesson content and intro to next lesson: financial markets and stock markets. Students invited to
give feedback on curriculum and pedagogy either through Google Classroom stream or anonymous suggestions in a
classroom box
Week 3 Markets – Learning Intention: Students will continue their investigation into markets with a focus on financial and stock markets - Video – Money
Lesson 1 Financial and and Finance:
Stock Markets Concept Hook (Personal Experience Question): What do we picture when we think of the stock market? What kinds of https://youtu.be/

7
Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
people work there? Where do these stereotypes come from? Is it changing? Would we consider working in that type of Dugn51K_6WA
and video
environment? worksheet
Concept Overview (direct instruction and class discussion): recap explanations of types of markets with focus on financial (PROVIDED)
- Video – the Stock
and stock market, including intermediaries, savers, borrowers, share, equity, debt. Recall class inquiry into the Banking Market:
and Financial Services Royal Commission and the obligations of finance sector businesses to their stakeholders. https://youtu.be/
F3QpgXBtDeo
Video: ‘Money and Finance’ (concepts - finance sector): Video and comprehension worksheet. This video (Crash Course and worksheet
Economics) is American and content-rich. Students will need scaffolding for concepts such as capital, risk, institutions, (PROVIDED)
- Data
debt, equity. It might be necessary to watch it twice, and/or work through the comprehension worksheet together. (AfL) visualisation of
global stock
Video: How the Stock Market Works (concepts and student inquiry): Class to view video from Kurzgesagt (German media
markets with
channel, 12.8M subscribers) on how the market works and complete the worksheet. (AfL) Teacher to provide population data:
https://howmuch
explanation of foreign currencies (most examples in euros). .net/articles/all-
EXTENSION or DIFFERENTIATION TASK: Students to review data visualisation of the relative size of main global stock stocks-
capitalization-
markets and create a chart that displays the US, China, Russia, Australia and Indonesia’s “stock capitalization”. Define around-the-world
stock capitalization. - Direct instruction
provided verbally
Student Self-Reflection: Students to record their responses to this lesson with the following self-reflection topic – Is the with visual
stock market just like gambling? Provide three reasons why or why not. support (PPT on
IWB)
Lesson Close: recap of lesson content and intro to next lesson: trading by Aboriginal and Torres Strait Islander peoples
Week 3 Markets – Learning Intention: Students will learn about historical and contemporary trading by Aboriginal and Torres Strait Islander - ABC Video – You
Lesson 2 Aboriginal Can’t Ask That -
and Torres communities https://iview.abc.
Strait trading Concept Hook (VIDEO: Indigenous): watch the first 5 minutes of the ABC You Can’t Ask That episode where net.au/show/you
-can-t-ask-
Aboriginal and Torres Strait Islander people talk about respectful terminology that/series/1/vid
Concept Overview (direct instruction and class discussion): explain and provide examples of key concepts including eo/LE1517H008S
00
bartering, trade routes, trade of culture as well as goods - rituals and ceremonies. Spotlight on recent evidence indicating - ABC education
much more sophisticated agricultural and trading activities by indigenous communities than previous understood - use video on
indigenous
Dark Emu resources if available - https://readingaustralia.com.au/lesson/young-dark-emu/. aquaculture:
https://abcspla.s
Video: Aquaculture in history (concepts and interpretive writing): Video (4:46) by ABC Education on large scale eel farm
h/c/3122184
at Lake Condah built by the Gunditjmara people, who constructed farming infrastructure, smoked the eels to - Case Study on
Indigiearth:
preserve them, and traded them across large distances. Students to conduct a “fix it” on history by adopting the https://supplyna
persona of an early colonial settler and writing a letter to the bank manager back in England describing the key tion.org.au/storie
s-of-
features of this industry and making a case for the bank to invest. (AfL) success/indigi-

8
Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
Case Study: Indigiearth (student inquiry): Class to review case study about Indigiearth. Describe the partnership with BP earth-and-bp/
- Direct instruction
and write 2 – 3 sentences to explain the business challenges faced by Indigiearth when they began supplying BP stores. provided verbally
Student Self-Reflection: Students to record their responses to this lesson with the following self-reflection topic – What is with visual
support (PPT on
my knowledge gap in this area – what do I need to know about the historical and contemporary business activities of IWB)
Aboriginal and Torres Strait peoples? (AfL)
Lesson Close: recap of lesson content and intro to next lesson: Government intervention in business
Week 3 Government Learning Intention: Students will learn about how markets are “efficient allocators of resources”, and sometimes - Hook video (2:03)
Lesson 3 Intervention https://youtu.be/
in Markets – produce outcomes that are not in the interests of people and the environment (Chapman, Freak and Stahl, 2020, p. 95). _9mHi93n2AI
Environmenta Concept Hook (VIDEO: Circular Economy 2:03): This video from the European Environment Agency introduces the - WORKSHEET
l Degradation Classroom
concept of the circular economy, and the interaction between linear economic growth and environmental degradation Detectives:
Concept Overview (direct instruction): explain and provide examples of key concepts including government’s role in Environmental
Vandalism
preventing environmental degradation and conservation of natural resources, legislation like the Environment Protection (PROVIDED)
and Biodiversity Conservation Act (1999). Spotlight on the mining and minerals industry. - Direct instruction
provided verbally
Classroom Detectives: the Who and What of Environmental Vandalism (student inquiry and class discussion): with visual
support (PPT on
Students to conduct online research to analyse environmental degradation arising from business activity and
IWB)
locate and summarise information to contribute to at least two of the discussion questions on the worksheet, such as
how much environmental degradation is attributable to business activity and how accessible is reliable information on
this issue? (AfL)
Show us the numbers (communicating numeric information): Students to create an infographic or diagram with
the key statistics from their research in the previous activity, such as business sources of carbon emissions, waste,
pollution, resource consumption. The class will vote on winners in the following categories: best communication,
most effective use of statistics, most creative design, most surprising facts - these will be displayed around the
school. This activity can be completed on paper, in PowerPoint SmartArt, Google Slides diagram feature, Canva or other
free Infographic makers online. (AfL)
Student Self-Reflection: Students to record their responses to this lesson with the following self-reflection topic – How
should businesses report on their environmental impact?
Lesson Close: recap of lesson content and intro to next lesson: preserving natural resources
Week 3 Government Learning Intention: Students will take a future perspective on environmental degradation – what will we do tomorrow? - Hook Video
Lesson 4 Intervention (1:14):
in Markets – Concept Hook (Green economies that work for all: video 1:14): Short video from the International Labour Organisation https://youtu.be/
Conservation that introduces concepts of just transition and green jobs. muC1ate-1Ao
of Natural - Opinion column
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Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
Resources Concept Overview (direct instruction): recap explanations of the government’s role, key legislation. Expand on positive containing
“healthy planet”
actions taking place around the world, and in our region. Explain and provide exemplars of the concepts of green jobs, proposition:
just transition and sustainable development. https://johnmena
due.com/john-
Solar Energy in Indonesia (case study from Asia): Students to read article, view video and complete worksheet menadue-the-
about renewable energy in Indonesia. Activities include interpretation of real-world analysis and roleplaying discussions economy-is-a-
means-to-an-
to justify the use of solar in business. (AfL) end-it-is-not-an-
“A healthy economy is impossible without a healthy planet.” Opinion Analysis: students to review opinion column by end-in-itself/
- Project Zero
former senior bureaucrat John Menadue. Students to work in small groups using the Harvard Project Zero “Compass Compass Points
thinking routine:
Points” thinking routine to consider the proposition “a healthy economy is impossible without a healthy planet”. This
https://pz.harvar
includes some written work on: E = Excited (What excites you about this idea or propositions?) W = Worrisome (What do d.edu/sites/defau
lt/files/Compass
you find worrisome about this idea or proposition?), N = Need to Know (What else do you need to know or find out %20Points_0.pdf
about this idea or proposition?), S = Stance or Suggestion for Moving Forward (What is your current stance or opinion on - Solar Energy in
Indonesia
the idea or proposition?) (AfL) WORKSHEET
Student Self-Reflection: Students to record their responses to this lesson with the self-reflection topic: we should (provided)
measure happiness and GDP. Agree/disagree?
Lesson Close: recap of lesson content and intro to next lesson: major inquiry project. Students invited to give feedback
on curriculum and pedagogy in this unit, either through Google Classroom stream or anonymous suggestions in a
classroom box
Week 4 Current Issue: Learning Intention: Australia has now officially entered a recession caused by the COVID-19 pandemic, which has been - News Article –
Lesson 1 Major Inquiry Covid Recession:
Project – The described as the “biggest economic plunge on record”. In the next four lessons, the class will work in groups to produce a https://www.abc.
Pandemic 1 video news report that explains and analyses the unprecedented causes, impacts and responses of the Coronavirus net.au/news/202
0-09-
pandemic on the Australian economy. 02/australian-
This project has been constructed according to the GRASPS model (see Assessment Notification). recession-
confirmed-as-
Project Details: Teacher to allocate students into mixed-ability groups and provide the Assessment Notification. economy-shrinks-
Groups will be allocated a separate aspect of the economic effects of the pandemic to investigate: small business, in-june-
qtr/12619950
women, young people, online businesses, tourism. Student research scaffold is provided in the assessment
notification.
Groups will create a news report-style video about 3 minutes in length (2:30 - 3:30 mins) which should include:
- Verbal descriptions of the situation including its causes, impacts and responses
- At least two charts or diagrams with statistics or data – at least one about the Coronavirus Pandemic generally

10
Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
and at least one about the impact on your focus group
- You can use appropriate images and video clips to illustrate your video, sourced from the internet. You must
record your sources in a Bibliography document
- Your video should include a credits list that explains who had which role (see Roles above)

Project Progress Target – Explanation of and discussion about project including explicit review of rubric; allocation into
groups; lucky dip for topic focus; research begins.
Week 4 Current Issue: Learning Intention: Group Project Work continues. Before beginning, class will watch a video as a scaffold for - Video – How to
Lesson 2 Major Inquiry make a news
Project – The project: “BBC School Report - How to make news” report (BBC):
Pandemic 2 Joint Activity (News Article) – Class to Identify the uneven impacts of the economic downturn – 'My income has https://youtu.be/
kvWKOLrXJ6A
increased by 50 per cent'. Class collaborates to review an ABC News story about businesses “adapting to thrive - News Report
amid the coronavirus lockdown” (ABC News):
https://www.abc.
Project Progress Target – Groups continue and complete research. Begin scripting and titles design. net.au/news/202
Teacher to circulate the room assisting groups in their project work. Students encouraged to self-assess on the 0-09-05/small-
australian-
notification “my group is on track” or “we need some help”. (AfL) businesses-
adapting-to-
survive-
coronavirus/1262
2654
Week 4 Current Issue: Learning Intention: Group Project Work continues. Before beginning, class will watch video as a scaffold for - Video – How to
Lesson 3 Major Inquiry talk on camera:
Project – The project: “How to Talk to the Camera!” from Daniel Schiffer, a video editing Youtuber with 1.45 m subscribers. https://youtu.be/
Pandemic 3 Video describes the wide application of on-camera skills in today’s job market, including in real estate, sales and nQ2QF5Oa0bk
fitness.
Project Progress Target – Groups complete scripting and titles design. Begin filming.
Teacher to circulate the room assisting groups in their project work. Students encouraged to self-assess on the
notification “my group is on track” or “we need some help”. (AfL)
Week 4 Current Issue: Learning Intention: Group Project Work continues. Before beginning, class has the OPTION of watching another - Video – How to
Lesson 4 Major Inquiry edit videos on an
Project – The video as a scaffold for the project: “How I film and edit my videos!” from Mary Naumann, a teen vlogger, who iPhone:
Pandemic 4 provides a straightforward tutorial on how to make a video on an iPhone. Students can opt out of this video if they https://youtu.b
e/51sO9aCg9U
already have these skills, and get straight into their groupwork. A
Project Progress Target – Groups complete filming and conduct editing.
Teacher to circulate the room assisting groups in their project work. Students encouraged to self-assess on the
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Week/ Syllabus Teaching and Learning Strategies including assessment for learning. Resources
Sequence Content
notification “my group is on track” or “we need some help”. (AfL)
Week 5 Presentation Presentation Day Intro: Teacher to recognise effort of students and create a convivial and supportive environment for - Self-Reflection
Lesson 1 Day and scaffold “I used
Assessment – the screening of the videos. Teacher to also guide students about their self-assessment activity. to think… now I
self and Project Progress Target: All videos screened, students to complete self-assessment and self-reflection below. think…”
summative
Student Self-Reflection: Students to record their responses to the unit as a whole with the self-reflection topic
based on the Harvard Project Zero activity: I Used to Think... Now I Think...
Extended Purpose for Project and External Exposure: If students are willing, class can vote on best video and work
collaboratively to convert it into a six page interactive PDF “school newspaper” to be entered into Front Page, a schools
competition from Nine and the Australian Teachers of Media. Significant prizes available:
https://frontpage.online/about/ (Competition on hold in 2020 due to COVID)
Students invited to give feedback on curriculum and pedagogy either through Google Classroom stream or anonymous
suggestions in a classroom box
Assessment Details
All lessons incorporate an opportunity for the teacher to conduct formative assessment, and this should inform future teaching approaches and lead to adjustments
for future lessons where appropriate. It should also provide insights for differentiation in response to student needs.
The unit’s Assessments address both knowledge and skills, calling on students to produce a wide range of artefacts that include various examples of written work,
including analysis and NESA directive verb responses, multimedia output, charts and graphs.
The unit culminates in a group project which meets the definition of a performance task (Wiggins & McTighe, 2006) and has been constructed around the GRASPS
framework, to enhance engagement. This capstone project is faithful to the syllabus whereby students are provided with a research scaffold that frames their
approach according to causes, impacts and responses.
Four lessons at the end of the unit are allocated toward the student-led group project, and the process is supported through a regular self-assessment of the need for
assistance with the following prompt:  We are on track or  We need some help.
The group project also calls on students to self-assess, with a rubric provided in the Assessment notification.
Evaluation of the Teaching and Learning
The unit provides multiple evidence to support a process of teacher reflection and evaluation, including student work artefacts, student self-reflection and self-
assessment.
Students are explicitly invited to students to provide feedback on unit content and teaching.
The project has the option for external evaluation through an independent competition, which would also offer feedback on teaching and learning.

12
13
Resources

Week 1 Lessons 1 & 2 – Global GDP Worksheet (google form) – available at: https://forms.gle/hKpaQCxB8iiDya6y8

14
15
Week 1 Lesson 3 - Government Regulators Google Doc – available at
https://docs.google.com/document/d/1ib6UaRE3ZOE6PiW4kGMkTgh-jvTMTVY11rJnki-WA70/edit?usp=sharing

Week 1 Lesson 4 – Banks Report Card and News Analysis: Financial Services Royal Commission

16
Week 2 Lesson 1 – Economic Cycles and the RBA

Week 2 Lesson 2 – Boom and Bust Game Worksheet

17
Week 2 Lesson 3 – Supply and Demand Worksheet

Week 3 Lesson 1 – Money and the Finance Sector Worksheet

18
Week 3 Lesson 1 – How the Stock Market Works

Week 3 Lesson 3 – Environmental Vandalism Worksheet

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Week 3 Lesson 4 – The shift to solar energy in Indonesia

20
Assessment Notification – Group Project

21
Page 2 – Assessment Notification

22
Page 3 – Assessment Notification

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24
25
Sample of Online Case Studies, Videos and Websites
(Links provided in unit above)

26
27
28
29
External Resource Used
Week 2 Lesson 4

30
Rationale
(Word count – 868 including in-text citations)

These lessons deliver most of ‘Core Unit 2: The Economic and Business Environment’ and
are intended for delivery in a girls’ school in an average-to-high socio-economic area,
featuring moderate levels of cultural and linguistic diversity. It addresses threshold concepts
of Trade, Risk and Interdependence (Rooney, 2013) as well as the syllabus focus on the
economic environment, globalised economy, and cause and effect relationships (NESA,
2019).

The lessons observe the Quality Teaching Framework, particularly Intellectual quality
elements of Deep Understanding and Problematic Knowledge, whereby students are asked
to apply knowledge to complex real-world situations, such as environmental degradation
arising from business activity. The elements of Explicit Quality Criteria and Students’ self-
regulation are especially evident in the group capstone project and also other activities.
With multiple real-world examples and the potential to extend the project to an outside
audience, the unit incorporates Significance elements of Knowledge Integration and
Connectedness (Professional Support and Curriculum Directorate, 2003).

The unit has attempted to reach a synergy between Understanding by Design (UbD) and the
2019 Commerce syllabus, whereby the ‘transfer goal’ (McTighe & Wiggins, 2012) is based on
outcome COM5-1; “students apply economic and business concepts and terminology in a
variety of contexts”. All lessons begin with a learning intention, awareness of which Hattie
has described as one of the “key ingredients” for teaching efficacy (2009, p. 23).

The unit incorporates a range of teaching and learning activities that seek to meet the needs
of students with a range of capabilities and learning style preferences, as well as teaching
the “skills of academic self-awareness, peer collaboration, and community membership” to
all students (Tomlinson & Imbeau, 2010, p. 140). The unit’s consistent use of real-world
source material is in part intended to indicate high expectations, and is also consistent with
a differentiated classroom (Tomlinson & Imbeau, 2010). By engaging with, and challenging,
sophisticated information (with scaffolding where necessary) students are encouraged to
take “conceptual risks” (Professional Support and Curriculum Directorate, 2003, p. 30) and
build their capacity for source evaluation and critical thinking.

31
The unit intends to empower female students with a sense of confidence and agency about
their knowledge of the “economy”, a concept pervasive in media and politics but not widely
understood or frequently studied at a senior level (Dwyer, 2018). Stimulus material using
female economists or relevant experts has been incorporated wherever possible. It seeks to
provide future-oriented examples that help students to “balance being in the present with
preparing for an uncertain future, and gaining confidence in making decisions about the
options before them in a context of uncertainty” (Wyn, 2009, p. 49).

One notable feature of the program is the regular use of self-reflection whereby students
are asked to consider personal perspectives and ethical issues raised by the syllabus
content. This has been found to increase engagement as well as being components of UbD
meaning making and transfer (McTighe & Wiggins, 2012).

The unit culminates in a Problem-Based Learning (PBL) Assessment Task that features an ‘ill-
structured problem’ in response to a contemporaneous global economic crisis. The students
are problem-solving in two ways; by bringing necessary focus to a particular dimension of
the crisis (young people or businesses that may in fact be benefiting) and by addressing the
challenge of increasing awareness amongst their fellow students. This “problem-first”
strategy is likely to enhance student engagement; such clear and purposeful learning has
been found to facilitate intrinsic motivation (Chin, 2004).

Other features of PBL evident in the news report assessment include the role of the teacher
as facilitator, or “metacognitive coach” (Chin, 2004, p. 708). It was necessary to provide
meaningful class time to provide capacity for this style of teaching, and accordingly, four
lessons have been allocated. The relevant lessons have been designed to give students the
opportunity to develop the relevant skills, whether that be creating a news report, planning,
designing and constructing a multimodal video or speaking on-camera.

This activity also meets Hattie’s test of PBL efficacy, with a focus on “the application and
principles underlying the knowledge, rather than concepts or knowledge (itself)” (2009, p.
211). The lesson sequence ensures that the students will have an awareness of key
concepts, and the project then asks them to apply these in a highly significant, complex
scenario. Their research will uncover multiple responses to the problem and with the
teacher as coach they will synthesise these and exercise autonomy in making a group-based
decision about their delivery or the ‘product’ of the assessment.

32
This program makes extensive use of ICT as a tool for student-led inquiry activities such as
the Reserve Bank’s economic indicator tool. The intent is to provide “technology-rich
learning environments that focus on the learning experiences rather than the technologies”
(Moyle, 2010, p. 38). The lessons incorporate strategies that have been found to enhance
the capacity for ICT use to improve learning outcomes, including: use of variety of teaching
strategies, with ICT designed to complementing these not replace them; ICT-based learning
activities that are student-led; and opportunities for students to collaborate in ICT learning
(Hattie, 2009).

The unit seeks accord with the argument that ICT is the “emerging” signature social studies
pedagogy as it is “ubiquitous… in support of student-centered instruction” (Beck & Eno,
2012, p. 85).

33
References

Australian Institute for Teaching and School Leadership. (2014). Australian professional
standards for teachers. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers
Beck, D. & Eno, J. (2012) Signature Pedagogy: A Literature Review of Social Studies and
Technology Research, Computers in the Schools, 29(1-2), 70-94. DOI:
10.1080/07380569.2012.658347
Chin, C. & Chia, L. (2004). Problem-based learning: Using students' questions to drive
knowledge construction. Science Education, 88(5), 707-727.
https://doi.org/10.1002/sce.10144
Dwyer, J. (2018, May 26). What Happened to the Study of Economics? Address to the
Business Educators Australasia Annual Meeting, Sydney. Retrieved from:
https://www.rba.gov.au/speeches/2018/sp-so-2018-05-26.html
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to
achievement. Routledge. Abingdon, Oxon, United Kingdom.
McTighe, J. & Wiggins, G. (2012) Understanding By Design Framework. ASCD. Alexandria,
VA, USA.
Moyle, K. (2010). Building Innovation: Learning with technologies. ACER Press, Australian

Council for Educational Research. Camberwell, Victoria, Australia. Retrieved from:

https://research.acer.edu.au/aer/10/

NSW Education Standards Authority. (2019) Commerce, Years 7–10 Syllabus. NSW
Government. Sydney, Australia. Retrieved from:
https://educationstandards.nsw.edu.au/wps/portal/nesa/k-10/learning-
areas/hsie/commerce-7-10-2019
Professional Support and Curriculum Directorate, 2003. Quality Teaching In NSW Public
Schools: A Classroom Practice Guide. Ryde, NSW: State of NSW, Department of
Education and Training, pp.1-60.
Rooney, P. (2013). Literacy in the Social Sciences and Humanities. In R. Gregson (Ed.).

Literacy in the KLAs. London: CG Publishing. Retrieved from:

https://www.researchgate.net/publication/259657255

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Tomlinson, C. & Imbeau, M. (2010) Leading and managing a differentiated classroom. ASCD.

Alexandria, VA, USA.

Wyn, J. (2009). Touching the Future: Building skills for life and work. ACER Press, Australian

Council for Educational Research. Camberwell, Victoria, Australia. Retrieved from:

https://research.acer.edu.au/aer/9/

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