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.
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
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 www.jaconline.com.au/commerce 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.
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 www.jaconline.com.au 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.
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
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
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’.
STAGES 4 AND 5 COMMERCE REGISTER
OPTION TOPIC 5: 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:
Some useful Internet sites
www.fed.gov.au (go to consumer protection)
www.consumer.gov.au (Ministerial Council on Consumer Affairs)
www.asic.gov.au (go to fido)
www.liac.sl.nsw.gov.au (Legal Information Access Centre)
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