Part 1 Consumers - Macmillan Science and Education · Web viewTeacher provides written feedback informing students of their knowledge of these environmental considerations for consumers

Commerce for Australian Citizens teaching program Page 1

Core 1.1 Consumer Choice

FocusStudents learn how to identify, research and evaluate options when making decisions related to solving those problems and issues that confront consumers.

Time allocation20 indicative hours

ResourcesBrian Parker Commerce for Australian Citizens, MEA Melbourne 2004www.planetark.orgwww.reversegarbage.org.auwww.choice.com.auwww.aela.org.au/conferencewww.fairtrading.nsw.gov.auwww.moneystuff.fairtrading.nsw.gov.au/challenge/challenge.htm

OutcomesA student:5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts5.3 examines the role of law in society5.4 analyses key factors affecting commercial and legal decisions5.5 evaluates options for solving commercial and legal problems and issues5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues5.7 researches and assesses commercial and legal information using a variety of sources5.8 explains commercial and legal information using a variety of forms5.9 works independently and collaboratively to meet individual and collective goals within specified timelines.

Students learn about: Students learn to: Integrated teaching, learning and assessment

Evidence of learning/feedback

Commerce and choice decisions affecting the quality of our

lives- consumer, financial, business,

employment, legal- environmental.

investigate the scope of Commerce and choice

identify and classify examples of different types of commercial and legal decisions that people make on a daily basis

recognise the consequences of commercial and legal decisions on the quality of our lives and the environment.

Teacher:- uses information from text (CAC, p 1–2)

to introduce subjectStudents:- in groups, classify types of choices made

on a daily basis, including unwise ones- complete the concept map (CAC, [1.4],

p 3) - make a list of needs and wants, giving

examples of how wants change with age, technology, fashion, peer pressure etc

- explain why you need to take care in the

Students’ classification of types of choices and the mind map indicates their understanding of the scope of commerce and choice.

Students’ explanation of need to take care in making decisions shows their understanding of how decisions affect the quality of lives.

Students’ categorisation of own examples of decisions made by consumers provides evidence of their understanding of the types

Published by Macmillan Education Australia. © Macmillan Education Australia 2004.

http://www.moneystuff.fairtrading.nsw.gov.au/challenge/challenge.htm

http://www.fairtrading.nsw.gov.au/

http://www.aela.org.au/conference

http://www.choice.com.au/

http://www.reversegarbage.org.au/


decisions they makeTeacher:- displays OHP/PowerPoint of categories

of decisions made by consumers (CAC, p 3)

Students:categorise examples from own experiences.

of decisions.

Teacher provides oral feedback on the students’ classifications and mind maps to reinforce the concept of commerce and choice and its implications.

Consumer decisions comparison shopping

-types of goods and services-different brands and products-choosing what to buy

choosing where to buy-range of locations and sources-types of retail outlets-locally, interstate, globally

research consumer information from a variety of sources that may include the internet, advertising material, specialist magazines and comparison shopping surveys

select and apply appropriate criteria to rank alternative purchasing options

explain the factors influencing decisions to buy locally, regionally, interstate or globally, retail or wholesale or on the internet

research and report on comparison shopping processes and decisions using word processing application

Teacher:- provides students with information on

comparison shopping and where to buy (CAC, p 4–8)

- escorts students to local shopping centre where students can conduct a survey

- assists students in accessing the internet and particular websites

Students:- list and assess the selling techniques to

entice customers into stores- explain and give examples of the term,

direct selling- give advantages and disadvantages of

mail order and internet selling- decide where they would buy a list of

given products. Explain.- in pairs, conduct a role-play on door-to-

door selling/telemarketing

Students’ written responses demonstrate their knowledge of types of goods and services, brands and choosing where to buy.

Teacher provides oral feedback to responses based on class contributions.

Students’ role-plays give an indication of the rights and responsibilities of door-to-door salespeople/telemarketers.

Peer assessment of role-plays informs students of their ability to explain commercial information using a variety of forms and to work collaboratively.



- conduct a survey at a local shopping centre to select and apply appropriate criteria to rank alternative purchasing criteria. Report (using a word processing document) on findings.

- find a website for the purchase of given items

Completion of survey by students demonstrates their ability to apply consumer terminology in a variety of contexts and to undertake comparison shopping.

Teacher provides oral feedback during survey and written feedback on conclusions reached by students on comparison shopping.

Use of the internet by students’ shows that they are able to research consumer information from a variety of sources, including the internet.

Teacher checks students’ selections.

key factors affecting consumer decisions:

-finance, price, marketing, age, gender, convenience, service

-environmental considerations.

explain the factors affecting consumer decisions

examine factors which contribute to changes in behaviour and practices by individuals and organisations.

Teacher:- provides student with the wise

consumer’s ten point checklist (CAC, p 9)

- assesses consumer information with students (CAC, p 9–10)

- assists students with access to computersStudents:- make a checklist of points to consider

when purchasing a mobile phone- in groups, list what consumers can do to

help the environment- use the websites for Planet Ark

(www.planetark.org), Reverse Garbage (www.reversegarbage.org.au) etc to examine what the sites have in common and the message they are trying to communicate.

Students’ checklist demonstrates ability to apply key factors affecting consumer decisions.

Teacher provides oral feedback to students’ checklist informing them of their ability to apply this information.

Students demonstrate knowledge of what consumers can do to help the environment.

Teacher constructs class list based on students’ contributions, assessing their understanding of sustainability and environmental considerations.

Students use the given websites or similar to give an indication of their ability to use the internet and to research environmental considerations and discuss ethical issues.

Teacher provides written feedback informing students of their knowledge of these environmental considerations for consumers.


http://www.reversegarbage.org.au/


Consumer protection the need for consumer protection:

-scams and rip-offs use the internet to research scams and

rip-offs identify the methods used in scams and

rip-offs and analyse the ethics involved

Teacher:- introduces concept of caveat emptor- provides United Nations Guidelines for

Consumer Protection (CAC, p 13)- provides a range of children’s toys to

assess apply safety guidelines (CAC, p 14)

- assists with access to computersStudents:- explain what is meant by caveat emptor

and being ripped off- assess a range of children’s toys using

the safety guidelines- research one of the products recently

examined by Choice magazine (www.choice.com.au) to list the main findings of the report

Students display their knowledge of terminology through explanations.

Teacher checks students’ explanations to assess understanding.

Students’ assessment of toys gives them an insight into the need for consumer protection.

Students’ use of the Choice website shows that they can use the internet to research scams and rip-offs and allows them to identify methods used.

Teacher provides a written response informing students of their ability to research and assess commercial information using the internet.

features of a simple contract identify the features of a simple contract using at least one legal case study

Teacher:- provides checklist of the features of a

simple contract (CAC, p 15)- discusses features of a simple contract

using a case studyStudents:- develop an example of a contract to

show understanding

Students’ understanding of features of a contract is evident from the development of an example.

Teacher provides oral feedback to students’ contributions of examples to class.

legal rights and protective legislation for consumers

investigate consumer laws and appropriate processes for consumer protection

Teacher:- introduces topic of why consumers need

accurate information about goods and services

- provides an example of an advertisement for students to assess in terms of false and misleading advertising (CAC, p 16)

- facilitates construction of mind map based on concept of consumer rights

- introduces information on packaging and labelling laws, guarantees and warranties and unordered goods (CAC, p 17–20)

- assists students with access to computers- organises class debate

Students’ examples of why consumers need accurate information demonstrate their knowledge of the need for legal rights and protective legislation for consumers.

Teacher collates examples on the board to reinforce need for and scope of consumer rights.

Students demonstrate knowledge of consumer laws regarding advertising by analysing given example.

Teacher checks students’ analysis to give



Students:- give examples to show why consumers

need accurate information about goods and services

- assess the given advertisement for evidence of false and misleading advertising

- as a class, develop a mind map for the concept, consumer rights

- working in groups, design a product they want to sell. Design the packaging, explaining the features of your product and packaging to the class

- use the website for the conference on ecolabelling (www.aela.org.au/conference) to list five topics presented at the conference

- explain what is meant by a guarantee and an ‘implied warranty’, and explain what you should do if you receive unordered goods

- hold a class debate on the topic: ‘Guarantees and warranties are not worth the paper they are written on’. Those not involved in actual debate adjudicate

feedback on depth of understanding of laws regarding misleading advertising.

Class mind map is displayed in classroom for general reference.

Students’ design and presentation of their product and packaging demonstrate their understanding of consumer laws designed to protect consumers against deceptive packaging and labelling.

Teacher provides oral feedback during presentation commenting on the students’ knowledge of consumer laws. Teacher gives written feedback about the application of packaging and labelling laws to the student’s own product.

Teacher and student discuss topics raised at the ecolabelling conference.

Students’ explanation of guarantees, warranties and unordered goods shows their level of knowledge about protective legislation for consumers.

Teacher provides oral feedback to student based on individual contributions to class, commenting on the accuracy of the contributions.

Students’ participation in debate and/or adjudication provides evidence of their analysis of the rights and responsibilities of individuals as consumers.

Teacher provides oral feedback commenting on the students’ analysis of the rights and responsibilities of consumers.


http://www.aela.org.au/conference


organisations that provide assistance for consumers

-state and federal-independent organisations

the process of consumer redress-remedies and their outcomes.

work collaboratively to gather, interpret and present information on the protection provided by consumer protection agencies and independent bodies

examine the processes involved in achieving redress.

Teacher:- provides students with information and

associated scenario for achieving redress (CAC, p 21–23)

- assists students with organising a role-play about faulty items

- informs students of websites:www.fairtrading.nsw.gov.auwww.moneystuff.fairtrading.nsw.gov.au/challenge/challenge.htm. Students:- develop a case for returning an item,

including writing a letter and attending the Consumer Claims Tribunal

- conduct a role-play using the given scenario

- complete the activities on the Department of Fair Trading website.

Students show their understanding of the process of consumer redress and organisations that provide assistance by completing the activities using the given scenario.

Teacher can assess completed activities using written feedback commenting on the students’ evaluation of the options for solving commercial problems.

Students’ role-plays display their understanding of the methods of consumer redress and their ability to work collaboratively.

Teacher provides oral feedback as role-plays are performed.

Activities on the Department’s website demonstrate students’ ability to apply their knowledge about the organisations that provide consumer assistance and remedies for consumer problems.

Teacher provides assistance to students as they complete the website activities.




http://www.fairtrading.nsw.gov.au/


Payment choices methods of payment

- cash, credit, cheque, direct debit, lay-by, electronic funds transfer, book up

identify the criteria that should be considered when determining methods of payment for different suppliers

research the criteria to determine the most appropriate methods of payment in a range of contexts

identify the advantages and disadvantages of book up

propose options that could be taken to improve financial services available to Aboriginal and Torres Strait Islander people and remote communities

Teacher:- displays table of the advantages

and disadvantages of using cash or credit (CAC, p 24)

- provides information on currency, legal tender, the Reserve Bank of Australia and counterfeiting (CAC, p 24–25)

- instructs students on how to write a cheque (CAC, p 27)

- introduces terms such as lay-by, debit cards, electronic funds transfer, BPAY (CAC, p 27&31)

- provides comparison table of selected credit cards (CAC, p 30)

- provides information on book up (CAC, p 29–30)

Students:- explain what is meant by currency

and identify characteristics of legal tender

- discuss the advantages of using cash for making purchases

- explain how EFTPOS works- interpret completed cheque- evaluate the benefits of different

types of credit cards- explain how BPAY is used to pay

accounts- in groups, develop options for

improving financial services available to Aboriginal and Torres Strait Islander communities in remote areas

Explanation of currency and legal tender gives an indication of students’ knowledge of terminology.

Teacher provides oral feedback to students’ explanations.

Students show their understanding through discussion of advantages of using cash.

Teacher creates class list of advantages using suggestions from students.

Students’ explanations and applications of EFTPOS and BPAY demonstrate their ability to determine the best method of payment in different contexts.

Teacher provides written feedback to check students explanations and applications of appropriate payment methods.

Students’ evaluation of credit cards shows that they can analyse key factors affecting commercial decisions.

Teacher checks evaluation and discusses disadvantages of using credit with students.

Options developed by students for Aboriginal and Torres Strait Islander people give an insight into their understanding of ethical and legal issues associated with book up.

Teacher provides written feedback commenting on the students’ knowledge of book up and the merits of the suggested alternatives.

methods of keeping records develop and use spreadsheets and databases to maintain effective records and monitor monthly transactions including running totals of cash, direct debit and

Teacher:- provides examples of spreadsheets

and introduces concept of a database (CAC, p 33)

- assists students with using a

Students’ interpretation of a spreadsheet indicates their level of understanding of using spreadsheets as a method of keeping records.

Teacher provides oral feedback by checking students’



credit purchases spreadsheet program such as Microsoft Excel

Students:- interpret a given spreadsheet- design and use a spreadsheet using

a program such as Microsoft Excel

individual responses.

Students’ own spreadsheet demonstrates their ability to operate a spreadsheet incorporating relevant terminology.

Teacher provides written feedback on students’ spreadsheets commenting on their use of terminology, technology and their ability to develop and use a spreadsheet.

changes over time and the impact of technology.

identify how technology has impacted on the payment processes of businesses and consumers.

Teacher:- discusses implications of 3G

mobiles and Smart card technology as payment options (CAC, p 34)

Students:- explain how 3G mobile phones

and smart cards might be used to make payments

- develop a table of advantages and disadvantages of using computer technology for such transactions.

Students’ explanations of 3G mobiles and smart cards and their table demonstrate their knowledge of the impacts of technology on payment processes.

Teacher can provide oral/written feedback to explanations and develop a class table of advantages/disadvantages for everyone’s reference.



Option 2 Promoting and selling



FocusStudents analyse the strategies that sellers use to promote products and maximise sales and evaluate the impacts on consumers.

Time allocation15-25 indicative hours

ResourcesBrian Parker Commerce for Australian Citizens, MEA Melbourne 2004

OutcomesA student:5.1 applies consumer, financial, business, legal and employment concepts and terminology in a variety of contexts5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts5.4 analyses key factors affecting commercial and legal decisions5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues5.7 researches and assesses commercial and legal information using a variety of sources5.8 explains commercial and legal information using a variety of forms5.9 works independently and collaboratively to meet individual and collective goals within specified timelines.



The selling process factors which differentiate products

-service, convenience, value and social-environmental

identify why consumers select particular products

discuss social, ethical and environmental considerations in promoting products

Teacher:- brainstorm reasons for choosing which

mobile phone to buy- identify considerations in promoting

productsStudents:- using ideas from brainstorm, develop a

mind map of factors that differentiate products

- give examples of product promotions that incorporate social, ethical and/or environmental considerations

Students’ mind maps show their understanding of the factors that differentiate products.

Teacher displays mind maps in class.

Students’ examples demonstrate their knowledge of the considerations in promoting products.

Teacher provides oral feedback checking accuracy of examples.

product promotion strategies identify a range of strategies used to promote products

discuss the role of gender in product promotion

Teacher:- introduces the concept of the selling

process- provide examples of selling techniques

(CAC, p 38–39)

Explanation of the selling process indicates students’ ability to apply consumer concepts and terminology.

Student provides oral response assessing



- give an example of a promotion that uses gender as a selling technique

Students:- explain what the selling process is and

why it is so important- develop a list of products and the selling

techniques that could be used for each- give more examples of the use of gender

in product promotion. Identify the legal and ethical issues involved in using gender in product promotion

student’s contributions to class.

Students’ list of products and associated selling techniques demonstrates students’ knowledge of a range of product promotion strategies.

Teacher provides oral/written comments informing students of their ability to identify and apply product promotion strategies.

Students’ examples show their understanding of the role of gender in product promotion.

Teacher uses examples to provide basis of class discussion on the legal/ethical issues involved in product promotion.

Targeting consumers process used to identify target markets match appropriate target markets for

particular products identify how promotion strategies target

particular groups in the community

Teacher:- provide marketing case study of Coca-

Cola case study (CAC, p 40–41)- introduce concepts of marketing, product

research and market research (CAC, p 42)

Students:- use the Coca-Cola case study to describe

the main elements of their marketing strategy

- undertake market research for a chosen product

- identify the target market for given products

Description of Coca-Cola marketing strategy displays students’ understanding of how promotion strategies target particular groups.

Teacher gives written feedback to inform students of their ability to apply consumer concepts and terminology.

Completion of market research and identification of target markets demonstrates students’ understanding of the processes used to identify target markets.

Teacher provides oral feedback to assess students’ research and choice of target market.

legal and ethical issues associated with product promotion strategies.

research and discuss a range of legal and ethical issues associated with product promotion.

Teacher:- introduces research task using current

advertisements (CAC, p 47)- coordinate class discussion on the topic:

‘advertising is out of control’ (CAC, p 47)

Students:

Identification of current advertisements provides evidence of students’ knowledge of legal/ethical issues associated with promotions.

Teacher develops a class list of advertisements and has students justify their



- identify current advertisements that you think could be subject to complaints to the Advertising Standards Council

- hold a class discussion on the above topic

selection.

Class discussion further develops the legal and ethical issues associated with product promotion.

Applying selling techniques processes associated with the

development and implementation of selling techniques for a particular product or service

analyse the selling techniques used to market a product or service to maximise profit

investigate a number of these selling techniques for a product

Teacher:- introduces the concept of advertising

(CAC, p 43)- give examples of techniques used to

persuade (CAC, p 44)Students:- develop selling techniques for given

products- investigate selling techniques for given

products

Development and investigation demonstrate students’ understanding of processes associated with the development and implementation of selling techniques.

Teacher provides written feedback informing students’ of their analyses of selling techniques.

monitoring and evaluating selling techniques

evaluate the effectiveness of the selling techniques of a particular product

evaluate the effectiveness of selling techniques on consumers.

Teacher:- provide information on changes in

advertising, including examples (CAC, p 45–46)

Students:- complete comprehension activity to

explain how advertising is changing and evaluate its effectiveness

Students’ answers show their ability to monitor and evaluate selling techniques.

Teacher checks comprehension activity to assess students’ ability to evaluate the effectiveness of selling techniques.

Current issues current issues involving promoting and

selling goods and services. identify and investigate current issues

relating to the promotion and selling of goods and services and the impact on consumers

Teacher: - provide students with examples of

advertisements that raise issues such as smoking, under age drinking, speeding etc

Students:- use the advertisements to identify the

issues raised and select one issue to investigate. Submit a 500 word response on this issue in relation to the promotion and selling of goods and services and the impact on consumers

Students’ written response demonstrates their understanding of the current issues involved in promoting and selling goods and services.

Teacher provides written feedback informing students of their ability to research and assess commercial information using a variety of sources and to work independently to meet individual goals within specified timelines.



Option 7 Travel



FocusStudents learn how to plan for travel and how to solve problems encountered when travelling,


ResourcesBrian Parker Commerce for Australian Citizens, MEA Melbourne 2004www.dfat.gov.auwww.world-tourism.org

OutcomesA student:5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts5.4 analyses key factors affecting commercial and legal decisions5.5 evaluates options for solving commercial and legal problems and issues5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues5.7 researches and assesses commercial and legal information using a variety of sources5.8 explains commercial and legal information using a variety of forms5.9 works independently and collaboratively to meet individual and collective goals within specified timelines



Travel destinations identifying a travel destination use a range of information sources,

including the internet, to identify appropriate travel destinations

Students:- list the different sources of information

on travel destinations and evaluate each one

- use the internet to research travel companies to construct a table of travel sites, commenting on what the site shows and how useful it is. Rank them in order of preference

Teacher develops class list using students’ contributions.

Use of the internet to assess travel company websites demonstrates students’ ability to use a range of information sources to identify and evaluate travel information.

Teacher provides written comment providing feedback on students’ ability to research and assess commercial information using the internet.



factors influencing the choice of destination

consider the factors influencing the choice of destinations

- personal, financial, political.

Teacher:- discusses factors that influence the

choice of destination (CAC, p 50)Students:- in groups, develop a concept map of the

factors influencing the choice of destination

Students’ concept map shows that they are aware of the factors influencing the choice of destination.

Teacher displays concept maps in the classroom.

Planning a trip means of travel assess the advantages and disadvantages

of various means of travel- air/sea/rail/road- group/private using word processing and computer-

based graphics, plan and produce a travel brochure

Teacher:- introduces information on means of

travel (CAC, p 52–53)- assist with access to computersStudents:- construct a table to assess the advantages

and disadvantages of various means of travel

- in groups, use word processing and computer-based graphics to plan and produce a travel brochure

Students’ table indicates their ability to assess the advantages and disadvantages of various means of travel.

Teacher provides oral/written comment on tables providing feedback on the range and accuracy of information.

Travel brochure demonstrates students’ word processing and graphics skills.

Teacher provides written feedback informing students of how well they have planned and produced a travel brochure while working collaboratively to meet goals within a given time frame.

options for organising travel-do it yourself-agents-assistance

evaluate the different options available when planning a trip

Teacher:- introduce tips in planning a trip (CAC, p

53–54)- list options for organising travel (CAC, p

54–55)- display sample travel budget to UK for

six weeks (CAC, p 55)Students:- explain why package tours are popular- in groups, discuss the personal travel

experiences class members have had that may help others plan travel

- outline the advantages and disadvantages of independent travel as opposed to package tours.

Students’ explanation and outline demonstrate their understanding of options for organising travel and their ability to evaluate them.

Teacher provides oral/written comments giving feedback on the students’ ability to explain commercial information and to evaluate the travel options.



consideration when planning a trip-official requirements/documents-language-health and wellbeing-culture-political stability-insurance

investigate the processes involved in organising a trip

research and report on the requirements for a chosen destination

- passport, visa, medical requirements, travel warnings

investigate processes involved in applying for a passport/visa

Teacher:- outline the documents needed for

travelling (CAC, p 56–57)- introduce foreign currency options

(CAC, p 57)- discuss health issues and political

considerations (CAC, p 58)Students:- list and explain the importance of each

document needed for travel- complete a passport application form

from the Post Office- research and provide an oral report on

the requirements for a specific destination

Students’ examination of travel documents shows that they have investigated the processes involved in organising a trip.

Teacher provides oral feedback commenting on the clarity of students’ explanation.

Collection and completion of passport application demonstrates students have investigated the processes involved in applying for a passport.

Teacher checks finished passport applications.

Report by students shows that they know the requirements for travelling to a specific destination.

Teacher provides written feedback commenting on the accuracy of the information and the students’ ability to explain commercial information orally.

Organising an itinerary main travel decisions budget and time constraints.

investigate the options available for an itinerary

- where to stay, getting around, length of stay, what to see, ecotourism, things to do

use criteria to make appropriate decisions and produce an itinerary and budget within financial and time constraints.

Teacher:- provides sample itinerary and a travel

diary extract (CAC, p 60–62)- instructs students in creating a Microsoft

PowerPoint presentation (CAC, p 63)Students:- submit a PowerPoint presentation of a

travel itinerary and budget for a chosen destination

Students presentation demonstrates their ability to research, assess and explain commercial information in a variety of forms.

Teacher provides oral and written feedback commenting on the range and depth of information and the effectiveness of their PowerPoint presentation.

Solving travel problems problems/issues travellers may face

-travel documentation-financial-legal-cultural

research and report on a range of problems that may be faced by travellers

- exchange rate fluctuations, converting money, credit facilities

- lost/stolen cash/cards/passports/tickets

Teacher: - brainstorms common problems/issues

travellers may face and strategies for resolving them (CAC, p 63–64)

- give scenarios of problems/issues faced by travellers (CAC, p 66)

- provide information on the role of

Concept map demonstrates students’ knowledge of the problems/issues travellers may face.

Teacher displays concept map for general reference.



strategies to resolve travel problems - identify potential areas of legal concern in different countries

- culturally sensitive behaviour identify strategies to deal with common

problems associated with travel where to go for assistance; role of

embassies and airlines in assisting travellers

embassies and consulates (CAC, p 65)Students:- develop a class concept map of travel

problems - describe options for resolving

problems/issues in given scenarios (CAC, p 67)

- explain the role of embassies and consulates for travellers

Options developed by students based on given scenarios shows that they can identify strategies to deal with common problems associated with travel.

Teacher provides oral comment providing feedback on the appropriateness of the options developed by students.

Students’explanation of the role of embassies and consulates indicates their knowledge in this area.

Teacher provides oral feedback commenting on the accuracy of this information.

Current issues aspects of current issues relating to

travel and tourism identify and research current issues

affecting travel and tourism

Teacher:- introduce current issues such as

ecotourism, terrorism and SARS (CAC, p 67–69)

- provide access to computersStudents:- design an ecotourist resort in an Asian

country where there is a large rainforest area

- use the World Tourism Organization website (www.world-tourism.org) to write a brief report on the major issues relating to travel and tourism.

Students’ ecotourist resort shows that they have researched and applied the information associated with this issue.

Teacher provides written feedback commenting on the features which would qualify the resort as meeting ecotourist specifications.

Students’ report demonstrates their research skills and knowledge of the current issues affecting travel and tourism.

Teacher provides written comment giving feedback on the accuracy and currency of the information.



Option 5 Towards independence



FocusStudents develop problem-solving and decision making skills to assist them in relation to commercial and legal issues which may affect them when they leave home.


ResourcesBrian Parker Commerce for Australian Citizens, MEA Melbourne 2004www.bdm.nsw.gov.auwww.lawlink.nsw.gov.auwww.moneystuff.net.auwww.rta.nsw.gov.au

OutcomesA student:5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts5.4 analyses key factors affecting commercial and legal decisions5.5 evaluates options for solving commercial and legal problems and issues5.6 monitors and modifies the implementation of plans designed to solve commercial and legal problems and issues5.7 researches and assesses commercial and legal information using a variety of sources5.8 explains commercial and legal information using a variety of forms5.9 works independently and collaboratively to meet individual and collective goals within specified timelines



Moving from home reasons for leaving home organisations providing support

-government-religious-community

accessing community services

identify reasons for independent living identify the types of support provided by

organisations describe the range of community

services available and how these can be accessed

Teacher:- introduce topic of independence; what

does it mean? (CAC, p 70)- brainstorm reasons for leaving home

(CAC, p 71)- provide information on where to get help

(CAC, p71–73)Students:- list the reasons for leaving home- tabulate the agencies that provide help

for young people; the nature of the help and contact details

Students’ list of reasons for leaving home demonstrates their ability to identify reasons for independent living.

Teacher collates reasons on board, assessing and providing oral feedback.

Table of agencies and support provided shows that students can identify types of organisations.

Teacher checks and annotates completed tables.


http://www.rta.nsw.gov.au/

http://www.moneystuff.net.au/

http://www.lawlink.nsw.gov.au/

http://www.bdm.nsw.gov.au/


major issues involved with independent living

describe the key issues facing young people and their moves to independent living

access government websites to investigate issues related to leaving home.

Teacher:- discuss benefits and problems of

independent living (CAC, p 74)- give examples of documents needed for

independent living (CAC, p74–74)- provide stimulus on Freedom of

Information laws (CAC, 76–77)- provide access to computersStudents:- outline the issues involved with

independent living- explain the purpose of a number of

documents, including a birth certificate, resume, will etc.

- use the websites for the NSW Registrar of BDM (www.bdm.nsw.gov.au) to track own birth certificate

- interpret stimulus material for FoI; use www.lawlink.nsw.gov.au to research FoI laws

Outline completed by students demonstrates their understanding of the major issues involved with independent living.

Teacher provides oral/written feedback commenting on the students’ ability to describe the key features facing young people.

Use of the given websites by students show that they can access government websites to investigate issues related to leaving home.

Teacher provides oral feedback as the students complete the given tasks providing feedback on the use of the given websites.

Arranging accommodation types of accommodation finding the right place processes of arranging a lease task-sharing

describe the range of accommodation options

evaluate and match types of accommodation to particular situations and needs including budget constraints

calculate affordability of accommodation access and use a range of sources,

including internet sites, that provide information on tenancy rights, financial advice, accommodation and homelessness

identify household tasks and develop equitable processes to share tasks

Teacher:- brainstorm types of accommodation- provide checklist for finding rental

accommodation, processes for arranging a lease and information on Residential Tenancies Tribunal (CAC, p 79–80)

- provide access to computers- introduce concept of task-sharingStudents:- list each type of accommodation with a

description of each- construct a flow chart for the steps

involved in finding rental accommodation

- complete a sample lease agreement- explain and evaluate the role of the

Residential Tenancies Agreement- collect and interpret newspaper ads for

rental accommodation- use the Moneystuff website at

List and description developed by students indicates that they can describe, evaluate the range of accommodation options and match them to particular needs and situations.

Teacher provides oral/written feedback commenting on their list and description.

Flow chart gives an indication of students’ knowledge of finding the right place.

Completion of sample lease demonstrates that students are aware of the processes of arranging a lease.

Teacher checks flowchart and sample lease for accuracy.

Students’ explanation and evaluation of the Residential Tenancies Tribunal indicates


http://www.lawlink.nsw.gov.au/


www.moneystuff.net.au to compile a word processed document containing information on rental accommodation

- in groups, develop a list and roster to identify and share household tasks

knowledge of tenancy rights.

Teacher provides oral feedback commenting on students’ analysis of the rights and responsibilities of individuals in a range of legal contexts.

Use of the Moneystuff website and the completion of a word-processed document demonstrate students’ knowledge of financial advice.

Teacher provides written feedback commenting on students’ explanation of commercial and legal information in a variety of forms.

Students’ rosters indicate their ability to identify and share household tasks and to work collaboratively.

Teacher checks rosters.

Managing finances major costs

-establishment-ongoing costs

avoiding financial problems household budgets types of insurance

-household-personal

identify and describe the major costs involved in independent living

develop strategies to minimise financial problems

construct, monitor and modify suitable household budgets

identify and cost types of essential insurance

See Chapter 5 Personal Finance See Chapter 5 Personal Finance


http://www.moneystuff.net.au/


Major purchases main items to be purchased for

independent living processes involved in purchasing major

items item selection, loans, contracts,

warranties, insurance

identify the options for major purchases in a hypothetical situation

investigate and describe the purchasing processes for selected items

-new-second-hand-joint ownership

recognise likely problems associated with purchasing major items and devise strategies to overcome them.

Teacher:- provides information on purchasing a

house and a car (CAC, p 81–84 and 86–90, 92)

Students:- interpret newspaper ads of properties for

sale- draw a flow diagram to show the

processes involved in buying a house- identify and calculate the costs of buying

a house- list the advantages and disadvantages of

buying a new/used car- complete the diagram (CAC, p 88) to

summarise the information on where to buy a car

- calculate the fixed and running costs of owning a car

- interpret ads for cars- use the RTA website

(www.rta.nsw.gov.au) to research and give an oral presentation on one of the given topics (CAC, p 91)

- explain the different types of car insurance and how to make an insurance claim

Interpretation of ads and flow diagram indicates students’ knowledge of the processes in finding a house to buy.

Teacher provides oral feedback on class contributions based on answers and flow diagram.

Students’ costing of buying a house/car demonstrates their understanding of the major costs involved in independent living.

Teacher provides written feedback commenting on the students’ identification and calculation of costs of buying a house/car.

Students’ list and diagram shows knowledge of different options for buying a car.

Teacher checks information in list and diagram for accuracy.

Oral presentation demonstrates students’ ability to analyse the rights and responsibilities of individuals in a range of legal contexts.

Teacher provides oral/written feedback commenting on the students’ research and explanation of legal information in the context of car ownership.

Students’ explanation demonstrates understanding of car insurance.

Teacher provides oral feedback commenting on accuracy of explanation.

Community involvement and lifestyle issues

Teacher:- brainstorms ways of contributing to the

Teacher displays list of ways to contribute to community for general reference.


http://www.nsw.gov.au/


contributing to the community maintaining priorities

-study-entertainment/leisure-fitness

explain how young people can become involved in their community and assess the benefits of community involvement

develop lifestyle plans-short-term-long-term

community- provides information on time

management (CAC, p 94)Students:- contribute to a class list of ways that

young people can contribute to the community

- conduct a role-play illustrating aspects of time management

- in groups, prepare a collage of lifestyle options

Role-plays demonstrate students’ knowledge of the importance of maintaining priorities through organising their time.

Teacher provides oral feedback commenting on students’ ability to communicate the main aspects of time management.

Collages indicate students’ understanding of lifestyle options.

Teacher checks collages for range of information.


Documents

Part 1 Consumers - Macmillan Science and Education · Web viewTeacher provides written feedback informing students of their knowledge of these environmental considerations for consumers