UNIT OUTLINE
Subject: Commerce
Unit title: Consumer
Choice
Key Concepts/ Big Ideas
Students learn how to identify, research and evaluate
options when making decisions related to solving
particular problems and issues that confront
consumers
Unit context within Scope and Sequence/Purpose
Consumer choice is the first core topic (1.1) that is
studied in year 9 Commerce in term 1. It provides
opportunities for students to engage in questioning
and dialogue, self-assessment, peer assessment and
reflection based around consumer choice. Through
these activities, students can become clear about their
own learning, understanding and needs in the unit.
This unit of work runs for 8 weeks in term one before
moving onto core 2.1 personal finance.
Course: Commerce Number of Weeks: 20
hours, 8weeks.
The importance of this learning
Students use information and communication technologies (ICT) to
access a range of websites which provide relevant information about
participation as an informed and effective consumer.
Syllabus Outcomes
A student:
5.1 applies consumer, financial, business, legal and employment
concepts and terminology in a 
 variety of contexts 

5.2 analyses the rights and responsibilities of individuals in a
range of consumer, financial, 
 business, legal and employment
contexts 

5.3 examines the role of law in society 

5.4 analyses key factors affecting commercial and legal
decisions 

5.5 evaluates options for solving commercial and legal problems
and issues 

5.6 monitors and modifies the implementation of plans designed
to solve commercial and legal 
 problems and issues 

 5.7 researches and assesses commercial and legal information
using a variety of sources 

5.8 explains commercial and legal information using a variety of
forms
5.9 works independently and collaboratively to meet individual
and collective goals within 
 specified timelines
Literacy Focus Numeracy Focus ICT Focus Differentiation
Students develop Interpret results and Students take part - Provide worksheets to ESL students when
independent research data: in numerous ICT watching YouTube videos or group work
work and exploration of Students interpret results activities such as - Cater to visual learners by implementing
commercial and legal based off budgeting task posters,
visual aids such as YouTube clips
case studies in the form where they learn to use PowerPoints, excel
of oral ideas, and ICT. calculation skills and collages - Incorporate ICT such as powerpoint and
google docs
- Create group work and collaboration
scenario type activities
- Role play scenarios and class debates
Week/ Syllabus Content Teaching and Learning Strategies including assessment for Resources
Sequence learning.
 Students learn about: Teacher: - Google doc
Week 1:  decisions affecting the  Introduces topic of commerce and choice - Computers
Commerce
and choice quality of our lives  Brainstorm and raise questions regarding consumers in a
- consumer, financial, commercial world
Lesson 1 business, employment,  Analyse student responses to assess their understanding on
legal consumer decisions
- environmental  Assessed through pamphlets, mind maps and collage
Students:
Students learn to:  Design a pamphlet that aims at 16-year-old students
 investigate the scope of examining the important decisions consumers make
Commerce and choice  create a mind map showing financial, business,
 identify and classify employment and legal decisions made by all consumers
examples of different types
 Create online collage of everyday products that can be
of commercial and legal
recycled
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
Consumer Students learn about: Assessment for learning activity (see linked website)  Computers
decisions  comparison shopping Teacher:
 Website
Lesson 2:  types of goods and  Introduce consumer decisions
 Explain the term ‘comparison shopping’  Youtube
services 

 different brands and  Direct students to online self-directed website
http://commercelesson.weebly.com with structured activities
products 

 Assess students through constant guidance and monitoring
 choosing what to buy
throughout website activity
Students learn to: Students:
 research consumer  Identify ways in which they make decisions as consumers
information from a  Access the provided website and watch introduction video
variety of sources that  Access the online shopping tab and follow instructions
may include the
internet, advertising
material, specialist
magazines and
comparison shopping
surveys
 select and apply
appropriate criteria to
rank alternative
purchasing options 

 Students learn about Assessment cont.  Computers
 choosing where to buy Teacher:  Website
Week 2:  Provide instructions on the next tab on the website
Consumer  range of locations and
decisions sources 
  Instruct students to download provided worksheets and fill
Lesson 1 out requirements on online shopping
 types of retail outlets 

 Assess understanding through monitoring progress and
 internet purchasing and
providing feedback
mail order
Students:
 Locally, interstate, globally
 Create excel spreadsheet outlining the given budget and the


cost of goods
Students learn to:  Compare range of products from different companies and
 explain the factors their prices
influencing decisions to  Analyse comparison results
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
applications

Consumer Students learn about: Assessment cont.  Computers

decisions choosing where to buy Teacher:
Lesson 2  Website
 range of locations and  Instruct students to read the requirements for the 500-word
 sources 
 justification
 types of retail outlets  Instruct students to combine all their work and email their
 internet purchasing and final product provided on the last tab of the website
mail order  Assess understanding through emailing of student’s final
 Locally, interstate, globally product as well as students written responses which

 demonstrates an ability to analyse and make informed
decisions
Students learn to: Student:
 select and apply appropriate  Read through justification requirements and construct a 500
criteria to rank alternative word response
purchasing options 
  Discuss influences affecting consumer decisions
 explain the factors  Combine all written and worksheet work in while file to
influencing decisions to submit to teachers email
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
applications
Week 3 Students learn about:
Consumer  Key factors affecting
decisions
consumer decisions
cont.
Lesson 1  Finance, price, marketing,
age, gender, convenience,
service
Students learn to:
 Explain the factors affecting
consumer decisions
 Examine factors which
contribute to changes in
behaviour and practices by
individuals and
organisations
Teacher:  Computers
 Create class mind map discussing the factors affecting
consumer decisions
 Provide feedback focussing on the extent of contribution
and quality of answers
 Facilitate class debate on ‘consumers want value for their
money’
 Assess learning through quality of discussion in class
debate and provide verbal feedback on overall arguments
Student:
 Contribute to a class mind map on factors affecting
consumer decisions
 Research and collaborate in groups points for or against the
statement; ‘consumers want value for their money’
 Share ideas and views as a class debate
Lesson 2 Students learn about:
 Environmental
considerations
Students learn to:
 Examine factors which
contribute to changes in
behaviour and practices by
individuals and
organisations
Teacher  Choice article
 Discuss problems that arise from over-packaging  Computers
 Instruct students to relate these problems to the
environment and construct a visual collage with only
pictures
 Assess learning and understanding through the creating of
collages and posters
Student
 Contribute ideas to the problems that arise from over-
packaging
 Construct a visual collage of these problems in the
environment
 Access the article https://www.choice.com.au/home-and-
living/household/everyday-items/articles/shopping-ethically-for-
sustainability-and-the-environment
outlining what behavioural changes are needed in relation
to environmental considerations
Week 4 Students learn about:
Consumer  The need for consumer
protection
protection
lesson 1
 Scams and rip-offs
Students learn to:
 Use the internet to research
scams and rip-offs
 Identify the methods used in
scams and rip-offs and
analyse the ethics involved
Lesson 2 Students learn about:
 The need for consumer
protection
 Scams and rip-offs
Students learn to:
 Identify the methods used
in scams and rip-offs and
Teacher  Computers
 Introduce the topic of consumer protection and open the  Scamwatch
class to discussion on relatable scenarios
website
 Direct students to the site www.scamwatch.gov.au and
ask them to navigate and read the different tabs on the
site
 Provide examples of types of scams and create a role play
scenario
 Assess student progress on task and their presentation to
the class
Student
 Share any relatable scenarios based on scams or rip-
offs
 Navigate the scam watch website and read the
different types of scams
 Construct a role play scenario explaining one type of
scam and present to the class
Teacher  Fair trade act
 Introduce 2 important protective legislation and go  Trade
through as a class
practices act
1. Fair trade act 1987
 Computers
2. Trade practices act 1974
 Introduce deceptive advertising and ask students to create
a cartoon depicting an example of the ad
 analyse the ethics involved
Consumer Students learn about:
protection  Features of a simple
cont.
Week 5
contract
lesson 1
Students learn to:
 Identify the features of a
simple contract using at
least one case study
 Assess student progress and provide written feedback on
cartoon to aid in understanding of scams and rip-offs
Student
 Follow as a class through the 2 protective legislations and
ask questions where necessary
 Create a cartoon depicting a deceptive advertisement and
share with a partner when finished
Teacher  Australian
 Ask students to construct their own definition of a
contract law
‘contract’ website
 Combine all student answers and as a class construct a
 Computers
group definition
 Provide the case study of
https://www.australiancontractlaw.com/cases/carlill.html
And ask students to construct a powerpoint presentation
outlining the significance of the case
 Ask students to construct their own contract to assess
their understanding on the features of a contract
Student:
 Construct own definition on contracts and share with the
class to add to a group definition
 Read through the case study provided and develop a
PowerPoint outlining the important qualities of the case
 Construct a contract of your choosing and submit final

Consumer Students learn about:
protection  Legal rights and protective
cont.
Lesson 2 legislation for consumers
Students learn to:
 investigate consumer laws
and appropriate processes
for consumer protection
Consumer Students learn about:
protection  Organisations that provide
cont.
Week 6 assistance for consumers
lesson 1  government
departments and
copy
Teacher:
 Introduce the 4 basic rights of consumers
 Instruct students to construct a poster outlining a
consumer’s basic rights
 Tell students to construct a poem or song that describes
‘caveat emptor’
 Discuss in pairs the difference between ‘made in Australia’
and ‘product of Australia’ then share ideas with another
pair
 Assess learning through the use of posters, poems and
songs
Student:
 Construct an engaging poster outlining the basic rights of
consumers
 Construct a poem or song that describes the principle of
‘caveat emptor’
 Research and discuss in pairs what it means to be ‘made in
Australia’ and be a ‘product of Australia’
Teacher
 Ask students to research and list the government and
independent organisations that provide help for
consumers
 Get students into groups to conduct a research task on
 organisations: state and one of the organisations
federal  Ask students to construct a prezi presentation based on
 independent one product review they find on
organisations https://www.choice.com.au and explain why its important
to consumers
Students learn to:
 Ask students to review a product of their choosing and
 work collaboratively to
share with a pair
gather, interpret and
Student
present information on the
 Research and list the government and independent
protection provided by
organisations that are provided to consumers
consumer protection
 Conduct a research task on one of the chosen
agencies and independent
organisations
bodies
 Construct and present a prezi based on a review of a
product from choice
 Pick a product of your choosing and review it in a pair

Consumer Students learn about: Teacher www.cttt.nsw.gov.au

protection  the process of consumer
cont.
Lesson 2 redress
 remedies and their
outcomes
Students learn to:
 examine the processes
involved in achieving
 Ask students to share experiences where they purchased a
product but knew if they had the option to refund or
exchange
 Brainstorm when ‘no refunds/exchanges’ is an acceptable
sign and when it is invalid to consumers.
 Ask students to research and create a poster showing the
important points involved when making a complaint to fair
trade
redress  Facilitate role play with students where they act out a
consumer returning a new product that is faulty (passive,
aggressive and assertive manners) and provide verbal
feedback to each group
 Students conduct a quiz based on Consumer, trader and
tenancy tribunal and conduct with the class
Student
 Share experiences based on refunds and exchanges of a
product purchased
 Brainstorm with a partner ideas based on ‘no
refunds/exchanges’ sign in shops
 Research and construct a poster addressing important
steps to complain to fair trade
 Get in groups and develop a role play scenario on
returning a product that is faulty
 Create a quiz in pairs based on the consumer, trader and
tenancy tribunal and run it with the class
Payment Students learn about: Teacher
choices  methods of payment  instruct students to prepare a presentation outlining the
Week 7
lesson 1  cash, credit, cheque, pros and cons of using different forms of
direct debit, lay-by, payment/purchasing products
electronic funds  Ask students to design a credit card labelling all the
transfer, book up important features and upload it to the class google docs
account
Students learn to:
 Instruct students to compare and contrast a debit card and
 identify the criteria that
should be considered when a credit card
determining methods of  Brainstorm payment options available to people living in
payment for different remote communities
suppliers Student
 research the criteria to  Prepare a presentation outlining the advantages and
determine the most disadvantages of different forms of payment (Cash,credit,
appropriate methods of
direct debit)
payment in a range of
contexts  Design a credit card labelling all the important features
 identify the advantages and upload it to the class google docs to compare with
and disadvantages of book other students
up  Compare the differences between debit cards and credit
 propose options that could cards
be taken to improve  Share ideas on what payment options are available to
financial services available
remote communities
to Aboriginal and Torres
Strait Islander peoples and
remote communities
Payment Students learn about: Teacher
choices  Methods of keeping  Mindmap as a class reasons why consumers should keep
cont.
Lesson 2 records records of purchases and receipts
 Identify the differences between databases and
Students learn to:
spreadsheets
 develop and use
spreadsheets and  Instruct students to open on excel and construct a
databases to maintain spreadsheet that includes 15 financial transactions
effective records and  Then ask students to construct a database showing 10
monitor monthly different payment method purchases and compare the 2
transactions including in pairs
running totals of cash, Student
 Contribute ideas to a class mindmap relating to consumers
direct debit and credit
records and purchase history
purchases
 Share ideas on differences between databases and
spreadsheets
 Open an excel document and create a spreadsheet with 15
financial transactions
 Construct a database transaction with 10 different
payment methods
Week 8 Students learn about:
lesson 1  Changes over time and the
impact of technology
Students learn to:
 Identify how technology
has impacted on the
payment processes of
businesses and consumers
Assessment Details
Students take part in an online website activity which
they navigate through at their own pace demonstrating
their knowledge on consumer decisions.
Teacher
 Discuss the advantages and disadvantages of technology
facing businesses and consumers
 Students locate and recount an article that focuses on the
role of money in today’s society
 Discuss in pairs the advantages and disadvantages of using
a mobile phone to buy goods and services
 Conduct a class survey to examine the different types of
technology used by students to process payments
Student
 Provide ideas and share on the pros and cons of
technology for businesses and consumers
 Research and summaries an article that focuses on the
role of money in todays society
 In pairs, share and contribute ideas towards pros and cons
of mobile phones in buying products and online services
 Take part in the class survey and answer all questions
Outcomes
A student:
5.1 applies consumer, financial, business, legal and
employment concepts and terminology in a 
 variety of
contexts 

5.2 analyses the rights and responsibilities of individuals in a

http://commercelesson.weebly.com
Evaluation of the Learning and Teaching
Teachers evaluate the successfulness of this unit based
on the syllabus outcomes. Teachers and students should
be given the opportunity to assess and reflect on their
practices and progress throughout as well as developing
strategies on what needs to improve in the future to
assist in learning and understanding for effectively.
range of consumer, financial, 
 business, legal and
employment contexts 

5.3 examines the role of law in society 

5.4 analyses key factors affecting commercial and legal
decisions 

5.5 evaluates options for solving commercial and legal
problems and issues 

5.6 monitors and modifies the implementation of plans
designed to solve commercial and legal 
 problems and
issues
5.7 researches and assesses commercial and legal
information using a variety of sources 

5.8 explains commercial and legal information using a
variety of forms
5.9 works independently and collaboratively to meet
individual and collective goals within 
 specified timelines
Teachers should:
- Evaluate and assess which learning practices were best suited
to their students and which ones need further improvements
- Acquire and develop future adjustments to practices
Supply additional learning and teaching resources that may be of
usefulness in the future to others.
https://www.choice.com.au/home-and-living/household/everyday-items/articles/shopping-ethically-for-sustainability-and-
the-environment

https://www.australiancontractlaw.com/cases/carlill.html

www.scamwatch.gov.au
http://commercelesson.weebly.com
 Justification

The school that this unit outline is covering covers year 7-12 and is located in Western
Sydney. This school offers top of the range technology in every classroom whether it be a
smart board or computers. The school consists of approximately 800 students and aims at
meeting the needs of all diverse learners using ICT in every lesson.

The NSW Quality Teaching Model was developed to focus on teacher self-reflection with the
aim to understand, evaluate and develop their teaching practices to improve student learning
(Liberante, 2012). This model provides all NSW teachers and schools with a consistent
pedagogical framework whereby they can operate at a high quality. In order to reach this
quality of teaching, technology based learning is implemented in order to meet the needs of
diverse learners. The technological pedagogical content knowledge (TPACK) framework
effectively implements technology into the content of learning thereby adopting a new
teaching method. The model allows students to accomplish a number of varying tasks using
information technology to enhance differing ways of completing classroom tasks (Koehler &
Mishra, 2009). Webb (2011) states that TPACK is required for the ongoing development of
pedagogical reasoning and teachers must therefore know what resources are available to them
in order to check for student understanding.

In the unit outline, numerous ICT components were used and outlined for students to
participate in. Examples of ICT tasks included research tasks, presentations, pamphlets and
mind maps just to name a few. Not only were these used but there was also the
implementation of an interactive online activity that was spread across 2 lessons. This online
website allows students to freely navigate through each activity at a self-directed pace where
they are engaged and interacting. Self–regulated learning is

The SAMR model is a framework used to assess the significance of technology integration
into learning. It consists of four classifications regarding technology use in learning which
are; substitution, augmentation, modification and redefinition. Substitution is where the
technology provides a substitute for other usual learning activities in the classroom and is
seen in the unit outline where there is a prescribed role play activity instead of explaining
what would happen in a situation to get the students to think and create (Romrell, Kidder, &
Wood, 2014). This model aids in enhancing student learning through the implementation of
technology as a substitute for other learning activities.

Bloom’s taxonomy is a theory that ensures curriculum is differentiated in order to meet the
needs of diverse learners in the classroom. It allows the direction of cognitive processes to
become higher order critical and creative thinking amongst students. Students are given the
opportunity to engage in different levelling domains meaning they can access numerous
pathways to end up at the same common objective (Noble, 2004). In 2007, Bloom’s digital
taxonomy was created where technology and ICT was introduced and implemented. Students
are capable of learning critical thinking of skills through researching to develop a deeper
understanding (Skiba, 2013). Through having access to databases and library research it
facilitates engaging lessons and interacting students.

The trialogical learning approach is another model used in the unit outline where it aims at
supporting students in developing knowledge artefacts collaboratively. This model favors the
surrounding environments and available tools to allow students to create, share and progress
in learning to facilitate the transformation of knowledge practices (Sansone, Bortolotti, &
Buglass, 2016). This model revolves around creating and constructing collaborative
knowledge artefacts with knowledge practices through using modern technologies such as a
digital artefact created in the unit outline. This form of technology is necessary in order to
construct educational activities using technology to focus them on the specified outcomes of
the course content which is consumer choice (Paavola, & Hakkarainen, 2014).

The activities and programs conducted in the unit outline, showcase differentiation for all
diverse learners. Differentiation can be defined as a teaching practice where students are
acknowledged for their differences, background and interests (Westwood, 2009).
Differentiation is showcased in ways such as role play, youtube videos, class debates and
research tasks which cater for all diverse learners in the classroom. Students are also given
the opportunity to enhance their learning in interactive ways demonstrated through posters,
mind maps, and powerpoint presentations where they also interact and collaborate with one
another to share ideas (Budd, 2004). When incorporating differentiation into units of work,
teacher-centered approaches are substituted with student-centrered approaches providing
students with choice and self-directed progression (Alkin & Christie, 2002). Teachers are
constantly encouraged to facilitate learning through constant questioning and feedback to
students as a way of assessment for learning and to check progress.
 References

Alkin, M., & Christie, C. (2002). The Use of Role-Play in Teaching Evaluation. American
Journal Of Evaluation, 23(2), 209-218.
http://dx.doi.org/10.1177/109821400202300210

Budd, J. (2004). Mind Maps As Classroom Exercises. The Journal Of Economic

Education, 35(1), 35-46. http://dx.doi.org/10.3200/jece.35.1.35-46

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?
Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

Liberante, L. (2012). The importance of teacher–student relationships, as explored through the

lens of the NSW Quality Teaching Model. Journal of Student Engagement: Education
Matters, 2(1), 2-9.

Noble, T. (2004). Integrating the revised bloom's taxonomy with multiple intelligences: A
planning tool for curriculum differentiation. Teachers College Record, 106(1), 193-211.
http://dx.doi.org/10.1111/j.1467-9620.2004.00328.x

Paavola, S., & Hakkarainen, K. (2014). Trialogical approach for knowledge creation. In
Knowledge creation in education. Springer: Singapore, 53-73.

Romrell, D., Kidder, L., & Wood, E. (2014). The SAMR Model as a Framework for
Evaluating mLearning. Online Learning, 18(2).
http://dx.doi.org/10.24059/olj.v18i2.435

Skiba, D. (2013). Bloom's Digital Taxonomy and Word Clouds. Nursing Education
Perspectives, 34(4), 277-280. http://dx.doi.org/10.5480/1536-5026-34.4.277

Sansone, N., Bortolotti, S., & Buglass, S. (2016). The trialogical learning approach in
practices: reflections from pedagogical cases. QWERTY 11 (2) , 99-120.

Webb, M. (2011). Changing models for researching pedagogy with information and
communications technologies. Journal of Computer Assisted Learning. doi:
10.1111/j.1365-2729.2011.00465.x

Westwood, P. (2009). Differentiation’ as a strategy for inclusive classroom practice: Some

difficulties identified. Australian Journal of Learning Disabilities, 6, 5-11.
http://dx.doi.org/10.1080/19404150109546651
Scope and sequence

Week 1 2 3 4 5 6 7 8 9 10

Term 1 Core 1.1 – Consumer Choice Core 1.2 – Personal Finance

Outcomes 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9

Term 2 Core 1.2 – Personal Finance (cont) Option 1: law in action

Outcomes 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7, 5.8, 5.9 Outcomes: 5.2, 5.4, 5.5, 5.7, 5.8, 5.9

Term 3 Option 1: law in action cont. Option 2: Running a business

Outcomes: 5.2, 5.4, 5.5, 5.7, 5.8, 5.9 Outcomes: 5.3, 5.5, 5.6, 5.7, 5.8, 5.9

Term 4 Option 2: Running a business

Outcomes: 5.3, 5.5, 5.6, 5.7,
5.8, 5.9 Option 3: promoting and selling
Outcomes: 5.2, 5,4, 5.5, 5.6, 5.7, 5.8, 5.9