Sample program based on the new Commerce Course for New South Wales

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Based on the new Commerce Course for New South Wales

Option Topic 5: Towards independence

Using page references and examples from

New Concepts in Commerce

S. Chapman, M. Freak

Prepared by S. Chapman

Option 5 Towards independence

Timing: 15-25 indicative hours

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

Syllabus outcomes

A student:

5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial, business, legal and employment contexts
5.4 analyses key factors affecting commercial and legal decisions
5.5 evaluates options for solving commercial and legal problems and issues
5.6 monitor and modify 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.

Resources: New Concepts in Commerce, Chapman & Freak: John Wiley

Option Topic 5 Towards independence

Students learn about:
Students learn to:
Teaching/Learning Activities

Moving from home

  • major issues involved with independent living

  • organisations providing support

  • government

  • religious

  • community

(Spread 9.1)

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

  • access government websites to investigate issues related to leaving home

  • identify the types of support provided by organisations

  • Group work. Brainstorm the main reasons for leaving home.

  • Compare the class responses with the pie chart on page 202 showing why young people move.

  • Examine the pie charts on page 202. Discuss the possible reasons why parents and children seem to offer different reasons for young people leaving home. .

  • Examine the illustration on page 202 showing some issues a young person has to deal with when leaving home. Have students add to the issues already presented.

  • Using the telephone directory, have students prepare a database of organisations that provide support to young people who are not living at home. Classify the organisations as government, religious or community.

  • Select one organisation and compile a folio of services the organisation provides to young people who are not living at home. Display the folios in the classroom.

  • Arrange for a representative from one of the organisations to speak to the class. Have a list of questions prepared and send them to the representative prior to the meeting.

  • Internet activity. Use to access the Department of Family and Community Services, Centrelink and the Salvation Army’s youth services. Describe the services that these organisations provide to young people.

  • Complete worksheet 9.1 ‘Advice when leaving home’
Option Topic 5 Towards independence

Students learn about:
Students learn to:
Teaching/Learning Activities

Arranging accommodation

  • types of accommodation

  • task-sharing

(Spread 9.2)

  • describe the range of accommodation options

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

  • calculate the affordability of accommodation

  • identify household tasks and develop equitable processes to share tasks

  • Explain why it would be cheaper to live at home than in a flat/unit.

  • Outline the different types of accommodation available including:

(a) youth refuge

(b) renting a flat/unit

(c) university college

(d) purchasing a home.

  • Prepare a cost/benefit analysis of:

(a) living alone

(b) sharing a flat/unit.

  • Describe some of the responsibilities that go with independent living.

  • Examine the ‘For rent’ sections of a local newspaper or website. Analyse the advertisements noting abbreviations.

  • Complete the checklist on page 24 by pretending that you are looking at the prospect of renting in the area where you currently live.

  • Read the article ‘Share accommodation’ on page 204. List the pieces of advice mentioned in the article.

  • Read Case Study ‘Fooled by flatmate’ on page 205. Answer activity questions (a) – (f) on page 205.

  • Internet activity. Go to to access the university sites dealing with advice on accommodation for students. Compare the range of information.

  • Complete worksheet 9.2 ‘Internet research’.

Option Topic 5 Towards independence

Students learn about:
Students learn to:
Teaching/Learning Activities

Arranging accommodation (cont.)

  • processes for arranging a lease

(Spread 9.3)

  • access and use a range of sources, including internet sites, that provide information on tenancy rights, financial advice, accommodation and homelessness

  • Create a flow chart of the seven steps involved in arranging a lease.

  • Provide a brief outline of the seven steps involved in arranging a lease.

  • Describe the differences between a tenant and a landlord.

  • Students to explain the meaning of the following terms.

(a) residential tenancy agreement

(b) condition report

(c) reservation fee

(d) bond.

  • Examine the extract of a section of the standard residential tenancy agreement on page 206. Complete activity 4 on page 207.

  • Investigate the newspaper or Internet to compile a portfolio of articles dealing with renting a property.

(a) Select one article and paste it on a sheet of paper

(b) Prepare a summary of the articles main points and paste this

underneath the article

(c) Display the articles in the classroom.

  • Read the article ‘Little house of horrors’ on page 207.

(a) Outline the role of the CTTT

(b) Describe the types of complaints the CTTT deals with.

(c) Why is it best to put requests for repairs in writing?

  • Internet activity. Go to and access the link for the NSW Office of Fair Trading and the CTTT. Identify the rights of tenants and the rights of landlords. Present this information in a table format.

Option Topic 5 Towards independence

Students learn about:
Students learn to:
Teaching/Learning Activities

Managing finances

  • major costs

  • establishment, ongoing

  • avoiding financial problems

(Spread 9.4)

  • identify and describe the major costs involved in independently living

  • develop strategies to minimise financial problems

  • construct, monitor and modify suitable household budgets

  • Describe the difference between:

(a) establishment costs

(b) ongoing costs

  • Group work. In small groups create a table listing the main establishment and operating costs involved in independent living.

  • Group work. Brainstorm strategies that can be used to avoid the financial problems that may occur when sharing accommodation.

  • Outline the purpose of a household budget.

  • Survey class members to determine the number of people who:

(a) prepare a budget

(b) follow, as close as possible, the prepared budget

(c) regularly review their budget.

  • Creative writing activity. Imagine you are a reporter for a local newspaper. Based on the information gained in the class survey, write an article about peoples’ budgeting habits. Choose an appropriate headline for your article.

  • Examine the household budget on page 209. Complete activity 5.

  • Complete a household budget based on the financial details provided in activity 6. Students can use a database for this activity.

  • Complete worksheet 9.3 ‘Annual budget of David Martinello

Option Topic 5 Towards independence

Students learn about:
Students learn to:
Teaching/Learning Activities

Managing finances (cont.)

  • types of insurance

  • household

  • personal

(Spread 9.5)

  • Outline the purpose of insurance.

  • Conduct a word game using the terms commonly associated with insurance including:

(a) premium

(b) utmost good faith

(c) inclusions

(d) exclusions

  • Discuss which of the following would have higher insurance premiums:

(a) smoker or non-smoker

(b) racing car driver or office worker

(c) a Rolls Royce or a Holden Commodore

  • Create a collage showing the main types of insurance.

  • Examine the illustrations on page 211. Complete activity 3.

  • Construct a mind map of the main types of insurance using the sub-headings of household; personal; motor vehicle; and other.

  • Investigate the insurance premium for both a ‘green slip’ and comprehensive insurance for a 25 year-old driver of a current model Holden Commodore who lives in the local area.

  • Internet activity. Go to and access the insurance companies websites to investigate some household or personal insurance options available.

Option Topic 5 Towards independence

Students learn about:
Students learn to:
Teaching/Learning Activities

Major purchases

  • main items to be purchased for independent living

  • processes involved in purchasing major items

  • item selection, loans, contracts, warranties and insurance

(Spread 9.6)

  • identify the options for major purchases in a hypothetical situation

  • investigate and describe the purchasing processes for selected items

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

  • Students to nominate the main purchases that most people make in when they are independently living.

  • Brainstorm. The initial fixed costs associated when buying a car for:

(a) cash

(b) credit.

  • Brainstorm. The variable costs (running expenses) of owning a car.

  • Outline the types of things that should be considered when buying a car.

  • Create a poem, rap song or story about the difficulties a person can experience when buying a car they cannot afford.

  • List the advantages and disadvantages of buying a new car or second-hand car.

  • Examine the four car advertisements on page 215. Complete activity 12.

  • Create a mind map of the rules a person should follow when buying a car.

  • Visit a number of lending institutions and compare their:

(a) interest rates

(b) terms and conditions. To help you go to and access the links for the four major banks.

  • Interpret a table. Complete the Skill Booster on page 214.

  • Complete worksheet 9.4 ‘Financing a major purchase – a cloze passage’.

Option Topic 5 Towards independence

Students learn about:
Students learn to:
Teaching/Learning Activities

Community involvement

  • accessing community services

Lifestyle issues

  • maintaining priorities

  • study

  • entertainment/leisure

  • fitness

(Spread 9.7)

  • describe the range of community services available and how these can be accessed

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

  • develop lifestyle plans

  • short term

  • longer term

  • Define the term ‘community service’

  • Brainstorm the range of community service organisations within the local area.

  • List some of the methods used by these community organisation to raise funds.

  • Interview. Have students, in pairs, arrange an interview with a representative of a local community organisation. Discuss the main activities of the organisation, its membership, and recent community service programs. The interview could be videoed and shown in class. (Prior approval will be needed if the interview is to be videoed.)

  • Discuss the main lifestyle issues facing a:

(a) young person

(b) middle-aged couple

(c) single senior citizen.

  • Examine the lifestyle issues each common to these three groups.

  • Read ‘Time management: useful guideline’ on page 217. Have students reflect on their own time management habits.

  • Create a plan for the rest of your week. Keep in mind the strategies for time management.

  • Complete worksheet 9.5 ‘Topic test – towards independence’.


AREAS OF STUDY: Moving from home Arranging accommodation Managing finances Major purchases

Community involvement Lifestyle issues
Teacher’s Name ______________________________ Date commenced _________________ Date completed _______________

Content examined: Outcomes achieved:

Teaching/Learning activities used

Mind maps Discussion Locating information Accessing websites ICT applications

Point summary Individual research Group research Explanation Brainstorm
Cloze exercise Debate Roleplay Statistical analysis Graph interpretation
Cartoon interpretation Diagram Mathematical computation Video/DVD Oral presentation
Reading Comprehension Model construction Case study Media article
Note taking Text exercise Topic summary Pre/post tests Guest speaker
Excursion Problem solving Simulation exercise Graph construction CD-ROM

Analysing information Lecturette Commerce quiz Test item Survey

Evaluation of program:

Additional resources:

Some useful Internet sites

  • (go to consumer protection)

  • (Ministerial Council on Consumer Affairs)


  • (go to fido)



  • (Legal Information Access Centre)

  • (Ombusman)











Commerce is an interesting, exciting and highly relevant subject. I wish you well for the new course. Stephen Chapman

Sample Work Program: New Concepts in Commerce (Option Topics) Chapman & Freak: John Wiley (Jacaranda) Page

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