Lesson Plan

Topic area: Earning an income Stage of Learner: Stage 5 Syllabus Pages: 20

Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 1/3

Time: 60 minutes Total Number of students: 30 Printing:30 worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Observation and types of income: identify the different types
5.1, 5.8, 5.9 successful completion - from work, investments, of income
of class activities. business ventures and
Feedback session will
social welfare programs
also enable the teacher
Life Skills outcomes to assess student
LS.1 knowledge

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Literacy, Numeracy & ICT. Income, types of income, calculating gross/net

monthly income

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Intellectual The lesson provides students with deep knowledge and understanding of the selected topic.
quality Metalanguage is used specific to the commerce syllabus and students are required to
communicate about what they are learning.
Quality Students are actively engaged throughout the lesson, provided opportunities to participate
learning in group based learning where they can self-regulate activities. The teacher also provides
environment students with clear directions.

Significance The content covered is inclusive of all learners, integrates knowledge (e.g. Literacy,
Numeracy) and connects to the real world.
Time Teaching and learning actions Organisation Centred
T/S
5 min Introduction: Teacher: Organise seating, have the T
roll prepared as well as introductory
Teacher to mark the roll and provide students with an insight statement/comment about the topic
into the topic of what is an income. Teacher should also
explain what the expectations are of student learning Student: N/A
for the lesson.
Resources: N/A
10 Think, Pair, Share: Students will be sorted into pairs in order Teacher: Teacher to provide students S
min to discuss their thoughts on: what is an income, the different with instructions for their discussions,
types of income and how it is earnt. keep track of time, float around the
room to listen what groups are
Following on from this group activity, an overall class discussing.
discussion will take place so that all groups can provide their
answers to the rest of the class. This will allow students to Student: Discussion in pairs, followed
verbally present what they have learnt. by large group activity. Be respectful to
others whilst they are speaking and
The teacher will provide feedback based on the answers take turns to contribute to the
given to enable students to clearly define an income and its classroom activity.
various categories with the formation of a mind map on the
board. Resources: N/A

10 Video Session: Teacher: Facilitate the video session, S

min
Teacher to show students a couple of YouTube clips to
increase their understanding and knowledge on the concept
of earning an income:
Gross Pay vs Net Pay – What’s the difference:
https://www.youtube.com/watch?v=2eHbkUQVisU
explain to the students what they will
be watching. Inform students they may
take notes if they desire to do so.
Student: Quietly pay attention and
focus on the clips being displayed. Take
notes if they prefer to do so.

Gross to Net Income: Resources: Computer, Internet access,

https://www.youtube.com/watch?v=cvSM7yQ7r4w Projector.

5 min Provide students with a 5-minute break enabling them to Teacher: Instruct students to take a S
stretch, move around the room or get a drink of water if they break. Teacher to also prepare for the
have brought water with them. This enables students to take next activity
their mind off the task at hand and regain focus for future
activities. Student: Allowed to stretch, move
around the room or drink water

Resources: N/A
10 Students to be provided a worksheet to complete. The Teacher: Provide instructions and float S
min worksheet will require students to write their definition of an around the room to assist students
income and its different types and calculate gross/net who may be struggling with the
monthly income with a find-a-word activity included. This activity. Teacher should also go
allows the teacher to assess student knowledge and through the answers.
application of financial concepts to real life scenarios.
Student: Students to complete the
worksheet within the given timeframe.

Resources: Activity Worksheets

15 Group Posters: In groups of 3, students are asked to create Teacher: Provide students with S
min posters on the topic of earning an income. They can display instructions and the necessary
their knowledge gained throughout the lesson in any form resources to complete the activity
(e.g. words, mind maps, drawings etc.)
Student: Students to collaborate in
The poster must contain the following content: what is an groups to complete the task and
income, the types of income, ways of earning an income as present their knowledge in any form
well as things students associate with an income. they choose

Resources: Cardboard sheets, Coloured

pens

5 min Class discussion to recap what was learnt. Students given
time to ask any further questions which they may have about
the lesson and content covered. Provide feedback on lesson
outcomes
Teacher: Facilitate discussion and T/S
answer questions
Student: Take part in discussion, ask
questions, respectfully listen to others

Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?
I have learnt about the importance of time management and the amount of preparation
required to conduct a successful lesson.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.1 Learning outcomes will be monitored through observation
and successful completion of activities
5.8 Learning outcomes will be monitored through observation
and successful completion of activities
5.9 Observation of how students work individually and in
groups, how they communicate with each other to
successfully complete tasks.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
Know The lesson plan has considered the varying learning needs of diverse
students and students. Hence, activities have different modes of instruction,
how they representation and expression to cater for all learners.
learn
Know the The lesson plan has been designed in accordance with the commerce
content and syllabus which has enabled the organisation of content into an effective
how to teach teaching and learning sequence.
it
Plan for and The lesson has been designed to provide a platform for students to meet
implement learning goals and outcomes. Resources have also been carefully selected
effective to engage the students and enhance their learning.
teaching and
learning
Create and The lesson plan has considered the diverse students which may be in
maintain attendance. Thus, classroom activities have been expressed through
supportive effective communication, activities have been designed to include all
and safe learners whilst ICT has been used in a safe manner to enhance student
learning learning.
environments
Assess, The lesson has included formative assessment through observation,
provide successful completion of scheduled activities and active participation within
feedback and the classroom. The teacher will also provide feedback to students in light of
report on the expected learning outcomes stated at the beginning of the lesson.
 student
learning
Engage in The lesson plan has been designed to meet the Australian professional
professional standards for teachers to ensure professional learning takes place.
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Furniture/classroom equipment is safe not hazardous

Exit doors are clear in case of an emergency

Fire control equipment is easily accessible

Classroom is clean, tidy and in a safe/good condition

Lesson 1 References (In APA)

Australian Institute for Teaching and School Leadership (2011). Australian Professional
Standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-
source/apst-resources/australian_professional_standard_for_teachers_final.pdf

Geldien, A. (2014, February 19). Gross to net income. [Video file]. Retrieved from
https://www.youtube.com/watch?v=cvSM7yQ7r4w

Gusto (2017, October 18). Gross Pay vs. Net Pay: What's the Difference? [Video file].
Retrieved from https://www.youtube.com/watch?v=2eHbkUQVisU

NSW Department of Education and Training (2003). Quality Teaching in NSW Public
Schools: A classroom Practice Guide. Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.
pdf

NSW Education Standards Authority (2003). Commerce Years 7-10 Syllabus. Retrieved
from http://educationstandards.nsw.edu.au/wps/wcm/connect/7b38e426-002d-4577-
a642-3e572a519c39/commerce_710_syllabus.pdf?MOD=AJPERES&CVID=
Resources Attached:

Calculating Your Income Worksheet

What is an income? What are the different types of income?

Activity 1: Calculating Gross & Net Monthly Income

Michael is a lawyer who earns a salary of $150,000 per year. Calculate his Monthly gross
pay (to the nearest dollar):

If Michael is required to pay 25% of his monthly pay in tax, calculate his Net income for the
month (to the nearest dollar):

Activity 2:
Odell works 40-hours during the week at a rate of $25 per hour. He also works 4 hours on
Saturday at time-and-a-half, and 2 hours on Sunday at double time. What is Odell’s Gross
Income?

If Odell is required to pay $350 in miscellaneous deductions, what is his total Net income for
the week?
K U F L V O J V A G D V E N S
H I V Y E P O G V H F S V J E
B N S N V K B D P W R I L G G
A V D D N O I S S I M M O C A
P E P F N D Y M B D L P G I W
M S K R L E O F E M O R N L G
F T Z Z O N D D I N C O M E O
S M P C E F U I O B T S F Q T
S E L Y S C I L V J M H S P B
V N R E T Y S T L I F A E C R
I T L I R I Z S O G D R S C D
K A O A R E N T O G E E U G I
S N L S E X A T I R M S N J S
S A D J F C L F J X G U O E T
S E U Y N T W R S J M Q B P M

BONUSES
COMMISSION
DEDUCTIONS
DIVIDENDS
GROSS
INCOME
INVESTMENT
JOB
MONEY
NET
PROFIT
RENT
SALARY
SALES
SHARES
TAXES
WAGES
 Lesson Plan

Topic area: Spending and Stage of Learner: Stage 5 Syllabus Pages: 20

saving an income

Date: XX/YY/ZZ Location Booked: Computer lab Lesson Number: 2/3

Time: 60 minutes Total Number of students: 30 Printing: 30 worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Students to be
assessed through
5.1, 5.5, 5.7, 5.9 observation and
successful completion
of scheduled activities
Life Skills outcomes
LS.1, LS.2, LS.7, LS.12, LS.13
 Expenditure  Identify fixed and
variable expenditure
 Spending patterns and
factors which influence  Discuss the reasons for
the need for saving saving
income, age, location
wealth

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Literacy, Numeracy & ICT Budgeting, spending and saving an income,

relevance to life in the real world

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Intellectual The lesson provides students with deep knowledge and understanding of the selected topic.
Quality Metalanguage is used specific to the commerce syllabus and students are required to
communicate about what they are learning.
Quality Students are actively engaged throughout the lesson, provided opportunities to participate
Learning in group based learning where they can self-regulate activities. The teacher also provides
Environment students with clear directions.
Significance The content covered is inclusive of all learners, integrates knowledge (e.g. Literacy,
Numeracy) and connects to the real world.
Time Teaching and learning actions Organisation Centred
T/S
5 min Introduction: Teacher to mark the roll and recap what Teacher: Organise seating, have the T
students have learnt in the previous lesson. Students also roll prepared as well as introductory
provided with an overview into the topic of spending and statement/comment about the topic
saving an income. Teacher should also make clear
expectations of what the students should learn by the end of Student: N/A
the lesson.
Resources: N/A
10 Think, Pair, Share: Students are organised into pairs for a Teacher: Provide students with S
min discussion which will be focused on factors which influence instructions, facilitate group
spending habits, how they spend their money and reasons discussions.
for saving money.
Student: Respectfully work in groups to
After 5 minutes, the class will discuss their answers as a discuss new concepts
group, enabling students to verbally present what they have
learnt. Resources: N/A

The teacher will provide feedback based on the answers

given to enable students to clearly define an income and its
various categories with the formation of a mind map on the
board.

10 Video Session: Teacher to show students a couple of Teacher: Facilitate the video session, S
min YouTube clips to increase their understanding and explain to the students what they will
knowledge on the concept of spending and saving an be watching. Inform students they may
income: take notes if they desire to do so

Smart spending means smart saving
https://www.youtube.com/watch?v=txRCJFhauAQ
Spending & Saving
https://www.youtube.com/watch?v=PGf17WXs62U
Student: Quietly pay attention and
focus on the clips being displayed. Take
notes if they prefer to do so.
Resources: Computer, Internet access,
projector

5 min Provide students with a 5-minute break enabling them to Teacher: Instruct students to take a S
stretch, move around the room or get a drink of water if they break. Teacher to also prepare for the
have brought water with them. next activity

Student: Allowed to stretch, move

around the room or drink water

Resources: N/A
5 min Case study review: Students are required to access the link Teacher: Teacher to instruct students S
below to a case study on budgeting and its importance: to access the link which will be put up
on the board via the projector.
https://www.moneysmart.gov.au/managing-your-
money/budgeting/how-to-do-a-budget/case-study- Student: Students to access the link
budgeting and read the case study, taking note of
the importance of budgeting.
This will provide students with an insight into budgeting and
its impact on an individual’s ability to function within society. Resources: Computer, Internet Access,
This activity is in preparation for problem solving, projector
calculations and creating a budget.

15 Students are required to complete a worksheet containing Teacher: Provide instructions and float S
min activities based on a number of case studies. The activities around the room to assist students
will require students to think critically, solving scenarios who may be struggling with the
 through calculations and generating a budget via a
spreadsheet.
5 min Research Task: Students are required to access the link below
which contains information on Australian spending habits. It
requires students to think critically about the importance of
budgeting:
https://www.moneysmart.gov.au/managing-your-
money/budgeting/spending/australian-spending-habits
This review enables students to visualise how money is
spent in the real world and the financial pressures associated
with running a household. It engages students, requiring
critical thinking about budgeting and competent functioning
within society.
5 min Class discussion to recap what was learnt. Students given
time to ask any further questions which they may have about
the lesson and content covered. Provide feedback on lesson
outcomes.
activity. Teacher should also go
through the answers.
Student: Students to complete the
worksheet within the given timeframe.
Resources: Activity Worksheets
Teacher: Instruct students to access S
the link. Float around the room to
ensure they are on task
Student: Access the required link,
thinking critically about budgeting in
the real world
Resources: computer, internet access
Teacher: Facilitate discussion and T/S
answer questions
Student: Take part in discussion, ask
questions, respectfully listen to others
Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this lesson?

How to make lessons flow in sequence building on students prior knowledge.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.1 Learning outcomes will be monitored through observation
and successful completion of activities
5.5 Learning outcomes will be monitored through observation
and successful completion of activities
5.7 Learning outcomes will be monitored through observation
and successful completion of activities
5.9 Observation of how students work individually and in
groups, how they communicate with each other to
successfully complete tasks.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with the
standard.

Graduate Evidence within this lesson

Standards
Know The lesson plan has considered the varying learning needs of diverse
students and students. Hence, activities have different modes of instruction,
how they representation and expression to cater for all learners.
learn
Know the The lesson plan has been designed in accordance with the commerce
content and syllabus which has enabled the organisation of content into an effective
how to teach teaching and learning sequence.
it
Plan for and The lesson has been designed to provide a platform for students to meet
implement learning goals and outcomes. Resources have also been carefully selected
effective to engage the students and enhance their learning.
teaching and
learning
Create and The lesson plan has considered the diverse students which may be in
maintain attendance. Thus, classroom activities have been expressed through
supportive effective communication, activities have been designed to include all
and safe learners whilst ICT has been used in a safe manner to enhance student
learning learning.
environments
Assess, The lesson has included formative assessment through observation,
provide successful completion of scheduled activities and active participation within
feedback and the classroom. The teacher will also provide feedback to students in light of
report on the expected learning outcomes stated at the beginning of the lesson.
 student
learning
Engage in The lesson plan has been designed to meet the Australian professional
professional standards for teachers to ensure professional learning takes place.
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated in this
lesson? Using your syllabus and support documents as well as other WHS policy- Outline
the key WHS considerations that are to be applied in this lesson?
Furniture/classroom equipment is safe not hazardous

Exit doors are clear in case of an emergency

Fire control equipment is easily accessible

Classroom is clean, tidy and in a safe/good condition

Lesson 2 References (In APA)

Australian Institute for Teaching and School Leadership (2011). Australian Professional
Standards for Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Australian Securities and Investments Commission. (2017). Case study budgeting. Retrieved
from https://www.moneysmart.gov.au/managing-your-money/budgeting/how-to-do-a-
budget/case-study-budgeting

Australian Securities and Investments Commission (2018). Australian Spending Habits.

Retrieved from https://www.moneysmart.gov.au/managing-your-
money/budgeting/spending/australian-spending-habits

Citizens Advice. (2015). Activity: Budgeting Case Studies. Retrieved from

https://www.citizensadvice.org.uk/Global/Public/Education%20resources/Financial%20capa
bility/Resource%20topics/Budgeting/BDC5%20-%20Budgeting%20case%20studies.pdf

Door Monster (2017, April 24). Spending and saving. [Video file]. Retrieved from
https://www.youtube.com/watch?v=PGf17WXs62U

NSW Department of Education and Training (2003). Quality Teaching in NSW Public
Schools: A classroom Practice Guide. Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide.pdf

NSW Education Standards Authority (2003). Commerce Years 7-10 Syllabus. Retrieved
from http://educationstandards.nsw.edu.au/wps/wcm/connect/7b38e426-002d-4577-a642-
3e572a519c39/commerce_710_syllabus.pdf?MOD=AJPERES&CVID=

Royal Bank America (2013, April 23). Smart spending means smart saving. [Vide file].
Retrieved from https://www.youtube.com/watch?v=txRCJFhauAQ
 Lesson Plan

Topic area: Managing Finances Stage of Learner: Stage 5 Syllabus Pages: 21

(Budgeting)

Date: XX/YY/ZZ Location Booked: Classroom Lesson Number: 3 /3

Time: 60 minutes Total Number of students Printing: 30 worksheets x 2

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Students to be
assessed through
5.1, 5.4, 5.5, 5.7, 5.9 observation and
successful completion
of scheduled activities
Life Skills outcomes
LS.1, LS.2, LS.7, LS.12, LS.13
 features of responsible  use a spreadsheet to
financial management prepare a hypothetical
- budgeting household budget which
- saving includes the following
- monitoring and record- categories:
keeping - income and borrowing
- avoiding overcommit- - fixed and variable
ments expenditure
- saving

 monitor and modify

the hypothetical budget

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

Literacy, Numeracy & ICT Budgeting, Financial management

Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking
This refers to pedagogy focused on producing deep understanding of important, 1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something 1.3 Problematic 1.6 Substantive
that requires active construction and requires students to engage in higher-order knowledge communication
thinking and to communicate substantively about what they are learning.
Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work 2.2 Engagement 2.5 Students’ self-regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and 2.3 High Expectations 2.6 Student direction
explicit expectations and develops positive relationships between teacher and students
and among students.
Significance 3.1 Background 3.4 Inclusivity
This refers to pedagogy that helps make learning more meaningful and important to knowledge 3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and 3.2 Cultural knowledge 3.6 Narrative
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.3 Knowledge
cultural perspective. integration
How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
Intellectual The lesson provides students with deep knowledge and understanding of the selected topic.
Quality Metalanguage is used specific to the commerce syllabus and students are required to
communicate about what they are learning.
Quality Students are actively engaged throughout the lesson, provided opportunities to participate
Learning in group-based learning where they can self-regulate activities. The teacher also provides
Environment students with clear directions

Significance The content covered is inclusive of all learners, integrates knowledge (e.g. Literacy,
Numeracy) and connects to the real world.
Time Teaching and learning actions Organisation Centred
T/S
5 min Introduction: Teacher to mark the roll and recap on what Teacher: Organise seating, have the T
students have learnt in the previous lesson. Students to be roll prepared as well as introductory
provided an overview into the topic of managing their statement/comment about the topic
finances. Teacher should also make clear expectations of
what the students should learn by the end of the lesson. Student: N/A

5 min Video Session: Teacher to show students a couple of
YouTube clips to increase their understanding and
knowledge on the concept of budgeting:
Budgeting
https://www.youtube.com/watch?v=6Ib-bdko5cE
5 successful steps to budgeting
https://www.youtube.com/watch?v=VmTvIBHEQvg
10 Money Matters: Know the lingo. Students are required to
min complete a worksheet containing activities based on
budgeting. The activities will require students to think
critically, solving scenarios through calculations. This activity
aims to build on students’ prior knowledge, applying general
capabilities such as literacy and numeracy in financial
situations.
Resources: N/A
Teacher: Facilitate the video session, S
explain to the students what they will
be watching. Inform students they may
take notes if they desire to do so
Student: Quietly pay attention and
focus on the clips being displayed. Take
notes if they prefer to do so.
Resources: Computer, Internet access,
projector
Teacher: Provide instructions and float S
around the room to assist students
who may be struggling with the
activity. Teacher should also go
through the answers.
Student: Students to complete the
worksheet within the given timeframe.

Resources: Activity Worksheets

5 min Provide students with a 5-minute break enabling them to Teacher: Instruct students to take a S
stretch, move around the room or get a drink of water if they break. Teacher to also prepare for the
have brought water with them. next activity

Student: Allowed to stretch, move

around the room or drink water

Resources: N/A
15 Budget Busters: Who’s breaking the bank? – Students are Teacher: Provide instructions and float S
min required to complete a worksheet containing activities based around the room to assist students
on creating and analysing a budget. The activities will require who may be struggling with the
students to think critically, solving scenarios through activity. Teacher should also go
calculations and completing budgeting spreadsheets. through the answers.

Students are tasked with planning for the future, assuming Student: Students to complete the
responsibility of financial management. This prepares worksheet within the given timeframe.
students for the reality of life beyond school and the
responsibilities associated with competent functioning in Resources: Activity Worksheets
society.

15 In pairs students will form a hypothetical scenario where Teacher: Provide instructions to S
min they are required to create a budget using a spreadsheet students on how to complete the
(e.g. booking a holiday). Students will consider the following:
  All sources of income budget. Float around to provide
 Fixed & variable expenses assistance.
 Needs vs wants
 Long term goals Student: Work in pairs to successfully
complete a spreadsheet budget.

Resources: N/A
Building on prior knowledge, this task requires higher-order
thinking from students in order to create their own financial
scenario. Students are given an opportunity for creativity
whilst enabling the teacher to assess the development of
knowledge and skills.
5 min Class discussion to recap what was learnt. Students given Teacher: Facilitate discussion and T/S
time to ask any further questions which they may have about answer questions
the lesson and content covered. Provide feedback on lesson
outcomes. Student: Take part in discussion, ask
questions, respectfully listen to others

Resources: N/A
Reflection
What have I learned about the teaching and learning process when preparing this
lesson?

How to make lessons flow in sequence building on students’ prior knowledge.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

5.4 Learning outcomes will be monitored through
observation and successful completion of activities
5.5 Learning outcomes will be monitored through
observation and successful completion of activities
5.7 Learning outcomes will be monitored through
observation and successful completion of activities
5.9 Observation of how students work individually and in
groups, how they communicate with each other to
successfully complete tasks.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are
demonstrating and indicates the evidence from this lesson that should comply with
the standard.

Graduate Evidence within this lesson

Standards
Know The lesson plan has considered the varying learning needs of diverse
students and students. Hence, activities have different modes of instruction,
how they representation and expression to cater for all learners.
learn
Know the The lesson plan has been designed in accordance with the commerce
content and syllabus which has enabled the organisation of content into an effective
how to teach teaching and learning sequence.
it
Plan for and The lesson has been designed to provide a platform for students to meet
implement learning goals and outcomes. Resources have also been carefully
effective selected to engage the students and enhance their learning.
teaching and
learning
Create and The lesson plan has considered the diverse students which may be in
maintain attendance. Thus, classroom activities have been expressed through
supportive effective communication, activities have been designed to include all
and safe learners whilst ICT has been used in a safe manner to enhance student
learning learning.
environments
Assess, The lesson has included formative assessment through observation,
provide successful completion of scheduled activities and active participation
 feedback and within the classroom. The teacher will also provide feedback to students
report on in light of the expected learning outcomes stated at the beginning of the
student lesson.
learning
Engage in The lesson plan has been designed to meet the Australian professional
professional standards for teachers to ensure professional learning takes place.
learning

WHS
What are the key risk issues that may appear for and need to be reduced/eliminated
in this lesson? Using your syllabus and support documents as well as other WHS
policy- Outline the key WHS considerations that are to be applied in this lesson?
Furniture/classroom equipment is safe not hazardous

Exit doors are clear in case of an emergency

Fire control equipment is easily accessible

Classroom is clean, tidy and in a safe/good condition

Lesson 3 References (In APA)

Australian Institute for Teaching and School Leadership (2011). Australian

Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Federal Student Aid. (2014, May 28). Budgeting. [Video file]. Retrieved from
https://www.youtube.com/watch?v=6Ib-bdko5cE

Intelliclients. (2013, August 23). Personal Finance 101 - 5 Steps to Successful

Budgeting, [Video file]. Retrieved from
https://www.youtube.com/watch?v=VmTvIBHEQvg

NSW Department of Education and Training (2003). Quality Teaching in NSW Public
Schools: A classroom Practice Guide. Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20Guide
.pdf

NSW Education Standards Authority (2003). Commerce Years 7-10 Syllabus.

Retrieved from http://educationstandards.nsw.edu.au/wps/wcm/connect/7b38e426-
002d-4577-a642-
3e572a519c39/commerce_710_syllabus.pdf?MOD=AJPERES&CVID=

Practical Money Skills. (2018). Money Matters: Know the Lingo. Retrieved from
https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev9-12/SA_Lesson1.pdf

Practical Money Skills. (2018). Budget Busters:Who’s Breaking the Bank? Retrieved
from https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev9-
12/SA_Lesson9.pdf
Academic Justification
Commerce is a subject which aims to enable students to develop the knowledge,
understanding and skills to make informed decisions and function competently within
society (NSW Education Standards Authority, 2003). It provides students with
opportunities to acquire financial literacy through problem solving, critical thinking
and reflective learning. Personal finance has been the topic selected from the
commerce syllabus for the three lesson plans in order to establish connections
between content and real-world practices. These lessons provide students with a range
of engaging activities in light of required learning outcomes, the Australian
Professional Standards for Teachers (APST) and the NSW Quality Teaching Model.
This section of the paper will critically discuss the choices of teaching and learning
strategies with reference to literature and academic publications.

Teaching and learning strategies have been implemented in lessons to ensure optimal
engagement and motivation in students. The lessons designed begin with an
introduction whereby teachers introduce the topic to be covered in addition to the
learning expectations of the students. Achievement goal theory proposes that students
are not only motivated by their own outlooks but rather are motivated by engaging in
achievement behaviour (Patrick, Kaplan & Ryan, 2011). This emphasises the
importance of planning for effective teaching and learning with the establishment of
learning outcomes for students to achieve, with activities aimed at development of
new skills. These expectations shape the structure and sequence of learning activities
providing students with goals to achieve, increasing their engagement and motivation
through challenging their capabilities.

Additionally, providing students with clear expectations is an important aspect of

successful teaching practices. This allows the teacher to plan for and implement
effective teaching and learning, assess, provide feedback and report on student
learning. By providing students with clear expectations they are able to work towards
achieving common goals, facilitating engaging and effective learning environments.
His emphasises the importance of significance, whereby student outcomes are related
to activities outside of the classroom, enabling students to recognise the importance of
the content being delivered. An effective introduction with precise expectations
derived from the commerce syllabus, the intellectual quality of the lesson will be
enhanced, improving the students’ learning experience.

Explicit instructions were an additional teaching strategy implemented throughout the

lessons. They are a structured and effective pedagogical practice for teaching
academic skills, knowledge and increasing student understanding. Explicit
instructions are a direct approach to teaching which includes scaffolding to assist
students with the completion of scheduled activities and achieve learning outcomes
(Patrick, Kaplan & Ryan, 2011). This pedagogical practice established a platform for
formative assessment of student development, enabling teachers to take note of
students’ academic performance and provide feedback for improvement. Hattie and
Timperley (2007) have indicated that feedback can increase student engagement and
motivation as they gain a greater understanding of how to achieve expected outcomes.
This empowers students to improve their academic performance and provides access
to effective teaching and learning.
Moreover, group-based learning is a prominent feature of the designed lessons. This
fosters a safe and healthy learning environment, promoting inclusivity and active
participation. The aim of group-based activities is to enable students to develop
effective social and emotional skills through building relationships with their peers as
they work together to reach common goals. Cooperative learning also presents
additional benefits for students within the classroom. This student-centred teaching
practice focusing on student interaction and learning can increase motivation and
engagement in classroom activities. Li and Lam (2013) have indicated that students
tend to be more engaged and motivated when provided opportunities for cooperative
learning where they can build relationships with their peers. Hence, group activities
are effective teaching strategies which allow students to develop important life skills
relevant in society, increasing the significance of the lessons.

Furthermore, the Universal Design for Learning (UDL) has been implemented to
provide all students with access to inclusive and equitable education. UDL is an
educational framework aimed at promoting acceptance of all learners and establishing
positive learning environments. It offers students appropriate education which meets
their diverse learning needs and facilitates inclusion, engagement and academic
achievement. The UDL has been defined as “a set of principles for curriculum
development that give all individuals equal opportunities to learn” (Johnson-Harris &
Mundschenk, 2014).

This provides teachers with three core teaching strategies to cater for the diverse
learning needs of the varying students in the classroom. These strategies include
multiple means of representation, multiple means of expression and multiple means of
engagement (Johnson-Harris & Mundschenk, 2014). Firstly, the representation of
content and instructions can impact a students’ learning experience and ability to
complete tasks. This requires teachers to present material in different formats to suit
the needs of all students. Hence, the use of Youtube videos was implemented
allowing students to visually comprehend the concepts being taught with the option of
subtitles for students with hearing impairments.

In addition, multiple means of expression is an effective tool to enhance student

learning and academic performance. It is based on the theory of increased student
engagement during activities which provide them with opportunities to interact with
the content (Johnson-Harris & Mundschenk, 2014). An example can be seen through
the group-based tasks requiring students to interact with the concepts being covered
and express what they have learnt in various forms (such as posters, hypothetical
scenarios etc). The final pillar of UDL is multiple means of engagement which is the
selection of different methods of accessing materials (Johnson-Harris & Mundschenk,
2014). This was implemented through the use of ICT, literacy and numeracy
components, increasing the ability of students to comprehend activities and actively
engage with the content.

Overall, the lessons have been designed in accordance with the APST. They have
considered how students learn, effective methods of teaching content, planning for
effective teaching and learning, creating supportive learning environments, assessing
student performance and providing feedback, as well as engaging in professional
teaching. As a result, students will build on prior knowledge, engage in critical higher
order thinking and implement knowledge from other disciplines such as Literacy,
Numeracy and ICT to achieve the expected outcomes of the commerce syllabus.
References
Archer, A. L., & Hughes, C. A. (2010). Explicit instruction: Effective and efficient
teaching. Guilford Press.

Australian Institute for Teaching and School Leadership (2011). Australian

Professional Standards for Teachers. Retrieved from
https://www.aitsl.edu.au/docs/default-source/apst-
resources/australian_professional_standard_for_teachers_final.pdf

Australian Securities and Investments Commission. (2017). Case study budgeting.

Retrieved from https://www.moneysmart.gov.au/managing-your-
money/budgeting/how-to-do-a-budget/case-study-budgeting

Australian Securities and Investments Commission (2018). Australian Spending

Habits. Retrieved from https://www.moneysmart.gov.au/managing-your-
money/budgeting/spending/australian-spending-habits

Citizens Advice. (2015). Activity: Budgeting Case Studies. Retrieved from

https://www.citizensadvice.org.uk/Global/Public/Education%20resources/Finan
cial%20capability/Resource%20topics/Budgeting/BDC5%20-
%20Budgeting%20case%20studies.pdf

Door Monster (2017, April 24). Spending and saving. [Video file]. Retrieved from
https://www.youtube.com/watch?v=PGf17WXs62U

Federal Student Aid. (2014, May 28). Budgeting. [Video file]. Retrieved from
https://www.youtube.com/watch?v=6Ib-bdko5cE

Geldien, A. (2014, February 19). Gross to net income. [Video file]. Retrieved from
https://www.youtube.com/watch?v=cvSM7yQ7r4w

Gusto (2017, October 18). Gross Pay vs. Net Pay: What's the Difference? [Video file].
Retrieved from https://www.youtube.com/watch?v=2eHbkUQVisU

Hattie, J., & Timperley, H. (2007). The power of feedback. Review of educational
research, 77(1), 81-112. doi: 10.3102/003465430298487

Intelliclients. (2013, August 23). Personal Finance 101 - 5 Steps to Successful

Budgeting, [Video file]. Retrieved from
https://www.youtube.com/watch?v=VmTvIBHEQvg

Johnson-Harris, K. M. & Mundschenk, N. A. (2014). Working effectively with

students with BD in a general education classroom: The case for Universal
Design for Learning. Issues and Ideas, 87(4), 168-174. doi:
10.1080/00098655.2014.897927

Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Active Classroom, The
Hong Kong Institute of Education, 1-33. Retrieved from
https://www.eduhk.hk/aclass/Theories/cooperativelearningcoursewriting_LBH
%2024June.pdf
NSW Department of Education and Training (2003). Quality Teaching in NSW Public
Schools: A classroom Practice Guide. Retrieved from http://web1.muirfield-
h.schools.nsw.edu.au/technology/Programs/Template/Quality%20Teaching%20
Guide.pdf

NSW Education Standards Authority (2003). Commerce Years 7-10 Syllabus.

Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/7b38e426-002d-4577-
a642-3e572a519c39/commerce_710_syllabus.pdf?MOD=AJPERES&CVID=

Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational
environments: Convergence between mastery goal structure and classroom
social climate. Journal of Educational Psychology, 103(2), 367. doi:
10.1037/a0023311

Practical Money Skills. (2018). Money Matters: Know the Lingo. Retrieved from
https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev9-
12/SA_Lesson1.pdf

Practical Money Skills. (2018). Budget Busters:Who’s Breaking the Bank? Retrieved
from https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev9-
12/SA_Lesson9.pdf

Royal Bank America (2013, April 23). Smart spending means smart saving. [Vide
file]. Retrieved from https://www.youtube.com/watch?v=txRCJFhauAQ