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Example attached but no copying including the activities. It is a sample to use as a guide therefore some parts are deleted. Year 9- Economics and Business (Australian Curriculum Website) APA Referencing Part 1 – 6 Activities (Appendix) 1000 words as a figure but no word count for the activities and you will understand after seeing the sample Appendix An activity for each point below which is taken from the Australian Curriculum Year 9 Economics and Business. · Explaining the role of banks and other deposit-taking institutions (for example, credit unions or building societies, in collecting deposits, pooling savings and lending them to individuals and business) · identifying financial risks such as scams and identity theft · investigating different types of investment that enable people to accumulate savings for the future (for example, shares, term deposits, managed funds) · debating the difference between good and bad debt, how to manage debt, the risks of over-indebtedness, and the importance of having a savings buffer · identifying ways consumers can protect themselves from risks (for example, through setting financial goals, insurances, savings, investments, diversification, scam avoidance and superannuation) · explaining the financial landscape of Australia and overseas and the forces that shape and affect the financial industry (for example, financial deregulations, technological changes, economic and business activities, consumer and business sentiment about the financial landscape) Activities should follow the below criteria: There is a diverse selection of different types of teaching/learning resources/activities. · The teaching and learning materials, e.g. worksheets, PowerPoints, articles, activities etc. · Each activity should reflect a theoretical approach, e.g. they cannot all be worksheets or groupwork etc. · Group work, Enquiry Learning, explicit teaching, metacognitive teaching. · Not all ICT – Can be observational and participation. · Different learning styles The diverse needs of learners, as experienced in your classroom practice The promotion of higher order thinking (not all chosen resources need to address this, but at least one must) in your learning area. The development of literacy and numeracy through your learning area (not all chosen resources need to address this, but at least one must). Support for assessment (formative or summative) of student learning and also feedback (not all chosen resources need to address this, but at least one must). An integration of at least two of the following General Capabilities / Cross-Curricula Priorities (i.e. not all chosen resources need to address one or both of these): · Critical and Creative Thinking · Ethical Capacity · Intercultural Capability · Personal and Social Capability · Aboriginal and Torres Strait Islander Histories and Cultures · Asia and Australia’s engagement with Asia · Sustainability Overall Discussion 1500 words 1. A cover page, including table of contents, should be provided. 2. The syllabus reference: where does it ‘fit’ within the Australian Curriculum 3. The theoretical perspective or principled basis that has guided the selection of materials The selection of resources through a theoretical perspective · Your teaching should inform by theoretical perspectives associated with your learning area. There should always be a principled basis for the selection of teaching/learning activities/resources. · It should be contemporary (that is, not from 30 years ago and ‘orphaned’ from contemporary literature), consistent with the Australian context and subject-specific syllabus/curriculum frameworks and grounded in the teaching/learning of the subject area (rather than education psychology, for instance). · The ‘principled basis’ should be described in your writing up but it should also be self-evident in the choice of activities/resources. · Where the theory comes from? (Research Material) 4. The diversity of ‘type’ that your collection represents There are many ways in which ‘type’ of teaching/learning resources may be different. The following examples are not exhaustive or mutually exclusive categories, but intended to give some insight as to the diversity of resources that teachers need to consider. You may be able to think of other important ‘dimensions’ in which teaching/learning materials may be different. ‘Diversity of type’ may mean different things in different learning areas. For example: · Intended scope: designed for use as a whole class activity, by a group, or by an individual? · Delivery system: Is the material printed, projected, or interactive? · Authenticity: texts or materials produced for ‘real-life’ purposes and contexts as opposed to being created specifically for learning tasks · Is the material digital or non-digital? · Is the teaching/learning activity observational or participatory? · Does the teaching/learning value aural, visual, or kinaesthetic learning? · Different types of media: · Visual materials - such as pictures, diagrams, projectors, charts, books, newspapers journals, · magazines, pamphlets or handouts · Audio materials - such as recordings, radio, teleconferencing, language laboratories, teacher’s · voice · Audio-visual materials – such as television, video, films and multimedia · Materials/software – such as graphic materials, printed materials, video · Two-dimensional instructional materials in teaching - include flat pictures, graphs, diagrams · posters, comics and cartoons · Three-dimensional institutional materials - include models, mock up objects, specimens, · simulation and games · Websites, or materials from websites, apps, etc Different in terms of rationale: · Gain and hold the attention of the learner · Provide visual aspects to a process or techniques · Focus attention or highlight key points · Create impact · Facilitates the understanding of abstract explanations · Provide a common experience to many learners · Simulate reality · Model the skill or process students are to learn 5. How the diverse needs of learners are catered for · -Disability · -Gifted/Talented · -English as an additional language/dialect 6. How student higher order thinking is promoted · At least one activity focused on the higher order thinking 7. How literacy and numeracy are developed · The development of literacy and numeracy through your learning area in at least one activity 8. How at least two Cross Curricular Priorities / General Capabilities are integrated · Critical and Creative Thinking · Ethical Capacity · Intercultural Capability · Personal and Social Capability · Aboriginal and Torres Strait Islander Histories and Cultures · Asia and Australia’s engagement with Asia · Sustainability 9. How the resources support assessment and feedback of student learning · Assessment (Formative and Summative) of student learning and feedback in at least one activity. 10. Reference list Appendix (6 Activities) Microsoft Word - Assigment 516 DRAFT.docx RESOURCE FOLIO AND CRITICAL REFLECTION Table of Contents Teaching/Learning Resource Summary2 Discussion3 Syllabus Reference 3 Theoretical Perspective 3 Diversity of Type 5 Catering of student needs 6 Higher order thinking 7 Literacy and numeracy 8 Cross-curricula priorities / General Capabilities 9 Assessment and Feedback10 References11 Appendix13 Resource 1 – “Financial Vocabulary Quizlet”14 Resource 2 – “Needs and Wants”18 Resource 3 – “Saving Money for your Future”21 Resource 4 – “Budget Planning ”23 Resource 5 – “Show Me the Money!”25 Resource 6 – “Mobile Phone Plan Comparison”26 Resource 7 – “Should We Always Choose the Best Value for Money?”29 Resource 8 – “A Grand Donation”33 Resource 9 – “321 RIQ Assessment”38 1 1. Teaching/Learning Resource Summary # Resource Thinking Skills Framework Intended scope Delivery system Authenticity Digital/non digital Observational / Participatory Learning Style Media 9 321 RIQ Assessment Formative Assessment Individual Printed Non-authentic. Learning activity Non-digital Participatory Read / Write Materials (321 RIQ template) 8 Think-Pair-Share Activity: A Grand Donation Higher order (Design) Group Printed Authentic Non-digital Participatory Aural Materials (simulation) 7 PMI chart. Should we always choose the best value for money Higher order (Evaluate) Individual Printed Non-authentic. Learning activity Non-digital Participatory Read / Write Materials (PMI template) 6 Decision Making Matrix: Mobile Phone Plan comparison Higher order (Analyse) Group Interactive Authentic Non-digital Participatory Read / Write / Aural Materials (DMM Template) 5 Group Discussion. Show Me The Money. Higher order (Analyse) Group Interactive Non-authentic. Learning activity Non-digital Participatory Aural Three dimensional 4 Exercise: Budget Planning Foundational (Apply) Individual Interactive Authentic Digital Participatory Kinaesthetic Three dimensional 3 Simulation: Saving Money for Your Future. Foundational (Apply) Individual Interactive Non-authentic. Learning activity Non-digital Participatory Kinaesthetic Materials (paper clips and cards) Audio-visual 2 Game: Needs and Wants Foundational (Understand) Group Interactive Non-authentic. Learning activity Non-digital Participatory Read / Write / Kinaesthetic Materials 1 Quizlet. Finance Vocabulary Formative Assessment Foundational (Remember) Individual Interactive Non-authentic. Learning activity Digital Participatory Read / Write / Kinaesthetic Website 2 2. Discussion Syllabus Reference Theoretical Perspective 5 Diversity of Type Resource Engagement criteria* Explanation “Needs and Wants Game” (Resource 2) The Self-System The core of the activity is students’ reflection of personal needs and wants outside of the classroom.Authenticity is used to appeal to issues that are important to the individual.This includes consideration of possessing mobile phones in comparison to having clean water. “Saving Money for the Future” (Resource 3) Mild Controversy and Competition Students use cards and paper clips to visually represent the accumulative effects of compound versus simple interest. The kinaesthetic and visual quality of the activity is intended to provide students with real and concrete feedback regarding the accumulation of wealth. “Budget Planning” (Resource 4) The Self-System Analysing real spending to create a personal budget is intended to stimulate the student’s interest in the exercise. The use of an online budgeting tool that calculatescostsgivesimmediate feedback. “Show Me the Money” (Resource 5) The Self-System The purpose of this resource is that it is highly authentic in nature and is included as a means to provide students with learning regarding the reality of managing a job for the first time. This visual media resource is presented in an engaging way for the learner. “A Grand Donation” (Resource 8) Mild Controversy and Competition The nature of this group activity is to investigate how a donation from a relative should be spent. Students need to make decisions as a team and this requires them to develop the cross curricular priority of personal and social capability as well as implementing creative and critical thinking. Individual differences in responses are expected to cause mild tension that according to Manzano (2017), would engage the learners in the task. *Marzano (2017; p 100) Catering to a diverse range of student needs Cross-curricula priorities / General Capabilities Assessment and Feedback 3. References ACARA - Student Diversity. (2019). Retrieved from https://acara.edu.au/curriculum/student-diversity Australian Securities and Investments Commission. (2019). First Job Lesson Plan 1 [Ebook] (p. 1). Retrieved from https://www.moneysmart.gov.au/media/441189/first-job-lesson-plan-1.pdf Australian Securities and Investments Commission. (2019). How can we reduce our spending? Year 7 [Ebook]. Retrieved from https://static.moneysmart.gov.au/teaching/resources/unit-of-work-yr7-how- can-we-reduce-our-spending.pdf Australian Securities and Investments Commission. (2019). The fun begins: plan,