Professional Documents
Culture Documents
BIG ideas
What factors influence my choices and what are
Understandings:
Key skills
Assessment Evidence (and codes for standards you will be able to assess)
A rubric - VCEBC005
Venn Diagram marked to a rubric - VCEBC005, VCGGK093, VCICCB009, VCECU011
Anecdotal notes - VCPSCSO023, VCPSCSO024, VCCCTR027, VCEBR001, VCGGK093, VCECU009
Written notes from the students - VCEBR001, VCPSCSO023
Code
Skills
Code
VCGGK093
VCGGC087
History
Geography
Economics &
Business
VCEBC005
VCEBR001
Civics &
Citizenship
CROSS CURRICULUM PRIORITIES
Organising ideas
code
O1.1
Indigenous
Asia
Organising ideas
code
Sustainabilit
y
O1.5
O1.6
GENERAL CAPABILITIES
Intercultural
capability
VCICCB00
9
Personal and
social capability
Critical and
creative
thinking
Consider the
importance of giving
reasons and evidence
and how the strength
of these can be
evaluated.
Examine the
difference between
valid and sound
arguments and
between inductive
and deductive
VCCCTR02
5
VCCCTR02
7
Ethical
capability
VCPSCSO0
23
VCPSCSO0
24
VCECU009
VCECU011
Stage 1: IMMERSION - establishing what we want to find out: Posing questions and
planning inquiry
Understand
ing:
VC links
VCEBR001
1
Students list down as many of their possessions as possible and things they want to own one
day. When students have listed 20 things minimum they must categorize these possessions as
a need or want. Then students write in their own words what the definition of a need and want
is to them.
VCGGK093
VCECU009
Students then share their list with the class, contrasting the different needs of the class.
The teacher provides the class with a profile of a child living in Indonesia And discuss how
their needs and wants might differ from that of an Australian middle class student.
Suggested links:
http://www.timeforkids.com/destination/indonesia/day-in-life
http://www.wn.org/site/c.buITJ7NRKsLaG/b.6248579/k.5EEC/November__ENewsletter.htm
Discuss:
How getting older changes your needs and wants
Relocating can create new needs
VCEBR001
Students bring in the receipt of their familys last big shop and discuss what the most
important items are and why. Students create a column for each family member and
divide the list into individual needs or whole family need. I.e Nappies for the baby,
Paint for an artistic sibling, Shampoo for mum, toilet paper for everyone.
Students use this data to create pie charts to display their information.
Students discuss the outcomes if these items were not in their home through creative
writing.
VCEBC005
3
Students attend an excursion to the Waurn Ponds shopping centre to gather data on
consumers of food, clothing, entertainment and services (such as haircuts, key cutting
and nails).
Students will work in small groups (around 3 - 5) to pick a topic of choice (food,
clothing, haircuts etc.) to gather data on how many people enter each store, which
stores are favoured, what is the demographic (mostly females, mostly males, a mix),
what might be making the shops appealing (sales, bright entrances, music playing
etc.).
VC links
VCEBC005
3
Students will present which topic they focused on while on the excursion,
and their findings, analysing the data collected. Students should look at
how this influences consumerism and what assumptions can be made
about buying and selling.
VCEBC005
4
Students role play an Australian Dairy farmer whose produce is no longer selling due
to competing corporations. Students use monopoly money to model the financial
processes of maintaining livestock and turning a profit.
Students find ways to maximise profit by changing the amount of milk being sold, the
price the milk sells for and seeking options for places that will sell the farmers milk at
lower taxed price.
5, 6 & 8
VCEBC005
How do the workers in other countries benefit or suffer from these overseas
transactions?
VCGGK093
VCICCB009
List the cons and pros of consuming goods and services from outside sources. List the
cons and pros of consuming local goods and services.
VCECU011
VC links
VCPSCSO023
VCPSCSO024
VCCCTR025
Students write a stall proposal accompanied by visuals or resources to sell their idea
to the class. The class votes for their favourite proposal
7
VCPSCSO023
VCPSCSO024
VCCCTR027
VCPSCSO023
Students report what their committee did from start to end (to the class). Then each
student writes a reflection on their actions, the class's actions and how they think the
stall could have been improved.
Australian Curriculum and Assessment Authority 2016, Asia and Australias Engagement with Australia Key Ideas, retrieved 9
May 2016, < http://www.australiancurriculum.edu.au/crosscurriculumpriorities/asia-and-australia-s-engagement-with-asia/keyideas>.
Australian Curriculum and Assessment Authority 2016, Sustainability Key Ideas, retrieved 9 May 2016, <
http://www.australiancurriculum.edu.au/crosscurriculumpriorities/sustainability/key-ideas>.
Harvey, K 2016, Economics and Business, EEO410, April 4, Waurn Ponds Campus.
Preston, L 2016, Geography as a curriculum area, EEO410, March 14, Waurn Ponds Campus.
Sawatzki, C 2014, Teaching Economics and Business in R Gilbert & B Hoepper (eds), Teaching Humanities and Social Sciences:
History, Geography, Economics & Citizenship, 5th edn, Cengage Learning, South Melbourne, Victoria, pp. 278 296.
Victorian Curriculum and Assessment Authority 2016, Level 5, retrieved 9 May 2016, <
http://victoriancurriculum.vcaa.vic.edu.au/level5>.
Appendix
Each of these photos represent some of the places students can go to in the shopping centre as
groups to collect data on how many people enter a specific shop, whether more females than males,
or vice versa, go into the shop, and any interesting notes that can be made about what makes the
shop so interesting. The data that is collected will be used in the lesson following the excursion to
talk in class about what each group found, and to debate amongst the class about which shop/s
were the most popular and why, thus leading the students to be able to decide their own stall they
would like to create, based on data collected about preferences, later on in the unit.