Assessment 2 - Learning Program Final Mark Thomas 18608112

ASSESSMENT 2: LEARNING PROGRAM MARK THOMAS | 18608112
MAY 19, 2017
EDUC5466-HUMANITIES AND SOCIAL SCIENCES CURRICULUM 1

ASSESSMENT 2: LEARNING PROGRAM
MARK THOMAS
18608112
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Table of Contents
Mind Map .............................................................................................................................. 4
My Personal Philosophy........................................................................................................ 5
The role of HASS in a students learning journey............................................................... 5
How I believe HASS should be approached ...................................................................... 5
How I see myself developing as a HASS teacher .............................................................. 6
Rationale............................................................................................................................... 7
Program context ................................................................................................................ 7
Engagement with the Western Australian Curriculum and Assessment Outline ................. 8
Explanation of topic and content ........................................................................................ 9
How the topic relates to adolescent development ........................................................ 10
Assessment of Objectives ............................................................................................... 10
Pedagogy ........................................................................................................................ 10
Links to the General Capabilities and Assessment Outline - literacy and numeracy ........ 11
The Program ....................................................................................................................... 12
Topic ............................................................................................................................... 12
Assessment Overview......................................................................................................... 13
How the learning objectives will be assessed .................................................................. 13
Key to program codes .................................................................................................. 13
Assessment table:........................................................................................................ 13
Teaching and Learning Program ......................................................................................... 15
Week 1 (Week 1 of Term 2 Program) .............................................................................. 15
Lesson Reflection ............................................................................................................... 23
Resources and PowerPoint references ............................................................................... 24
Lesson 1.......................................................................................................................... 24
Video Worksheet.......................................................................................................... 24
Video - Economic Growth Video .................................................................................. 25
Teacher input on Economic Indicators ......................................................................... 25
Activity Think-pair-share............................................................................................ 27
Lesson 2.......................................................................................................................... 28
Video on GDP .............................................................................................................. 28
Homework - GDP table on Google sheets.................................................................... 28
Lesson 3.......................................................................................................................... 29
Teacher input on Inflation Pt 1 ..................................................................................... 29
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Video on Inflation ......................................................................................................... 29

Padlet activity class discussion on the causes of inflation ......................................... 29
Lesson 4.......................................................................................................................... 30
Teacher input on Inflation Pt 2 ..................................................................................... 30
Research assignment .................................................................................................. 30
Lesson 5.......................................................................................................................... 31
Teacher input Living Standards ................................................................................. 31
Teacher input Measuring Living Standards ............................................................... 31
Student Resource OECD Better Life Index website .................................................. 31
Lesson 6.......................................................................................................................... 32
In-class essay .............................................................................................................. 32
Lesson 7.......................................................................................................................... 32
Short Research assignment and presentation.............................................................. 32
Lesson 8.......................................................................................................................... 32
Class presentations ..................................................................................................... 32
Lesson 9.......................................................................................................................... 33
Video - Inequality in Australia ....................................................................................... 33
Teacher Input Government policy ............................................................................. 33
Activity Types of government policy .......................................................................... 33
Lessons 10 12 .............................................................................................................. 34
Marking Rubric ............................................................................................................. 34
PowerPoint ......................................................................................................................... 35
References ......................................................................................................................... 46
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Mind Map
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My Personal Philosophy
The role of HASS in a students learning journey
The School Curriculum and Standards Authority (SCSA) of Western Australia (WA) defines
Humanities and Social Sciences (HASS) as the study of human behaviour and interaction in
social, cultural, environmental, economic and political contexts (School Curriculum and
Standards Authority, 2016b). The WA curriculum has four subjects - Civics and Citizenship,
Economics and Business, Geography and History (School Curriculum and Standards
Authority, 2016b).
SCSA go on to say that by studying Humanities and Social Sciences, students will develop
the ability to question; think critically; make decisions based on evidence; devise proposals
for actions; and communicate effectively (School Curriculum and Standards Authority,
2016b).
The study of HASS subjects will give students a broad understanding of the world both in
historical and current contexts. Students will learn to apply their learning in a context of
globalisation and integration of Australia in the world economies and environment. Some
argue that the study of HASS is vital for the future of the world as students learn about the
issues confronting the world (Gilbert R. & Hoepper B., 2017, p. 29).
How I believe HASS should be approached

The teaching of HASS, as with any subject, should be couched in the framework of Deeper
Learning approaches defined by the William and Flora Hewlett Foundation as the mastery
of content that engages students in critical thinking, problem-solving, collaboration, and self-
directed learning (as cited in Adams Becker, Freeman, Giesinger Hall, Cummins, & Yuhnke,
2016, p. 14).
This philosophy has its roots in Social Constructivism, a synthesis of the work of Piaget,
Vygotsky and Dewey (University College Dublin, n.d.). Learners construct their own
knowledge from social and contextual experiences rather than being instructed on a topic by
a teacher in isolation from other learners (Kanselaar, 2002, p. 1). Constructivists argue that
one should allow the learner to define their own learning objectives; that knowledge
emerges from constructive interaction between the teacher and the student or between
collaborating students (Kanselaar, 2002, p. 1).
It is within this teaching philosophy that I believe HASS should be approached, based on
active and engaged learning, utilising Blooms Taxonomy (Churches, 2008), collaboration
between students, inquiry and project based learning and with the teacher as the facilitator
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of the learning process not the deliverer of knowledge. This is particularly relevant to todays
society were access to knowledge is as easy as typing something into a Google search. For
our students, we are seeking a deeper understanding of knowledge and how it can be
applied to real world problems and solutions.
SCSA embrace this approach to teaching and learning by stating student skills are divided
into: questioning and researching; analysing; evaluating; and communicating and reflecting
(School Curriculum and Standards Authority, 2016c) showing a clear focus on Deeper
Learning.
This approach should be combined with the need for Direct Instruction where appropriate
such that the student is inculcated with the necessary learning objectives of the curriculum at
the indicated year level. Deeper learning requires scaffolding and, as a teacher, it must be
introduced through a visible learning approach (Hattie, 2012).
How I see myself developing as a HASS teacher

My development as a HASS teacher will be based on relationship with my students and be
framed in the following terms: have and encourage a growth mindset (Dweck, 2016), be a
life-long learner, a facilitator of learning, embracing the use of ICTs, recognising that I must
teach in a global context, teaching up (Tomlinson & Javius, 2012), Know thy Impact by
ensuring visible learning (Hattie, 2012), using a teaching style that is friendly and leads to
improved student self-efficacy and to be a teacher who creates interesting and engaging
lessons that lead to deeper learning in the HASS and cross curriculum subjects.
The Australian Institute for Teaching and School Leadership (AITSL) has defined seven
standards that teachers should aspire to. They are all important but Standard 1 resonates
the most with me - Know students and how they learn (Australian Institute for Teaching and
School Leadership, 2017). Teaching effectively requires good relationship and this means
knowing ones students, who they are, opening up to them and gaining their trust and
respect.
Encompassing these approaches to teaching, I will also be a reflective teacher to ensure

that I am achieving the best possible learning outcomes for students and for myself as a
professional in my field.
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Rationale
Program context
My teaching program has been written for a Year 10 mixed gender and ability student
cohort. As my first teaching practice is at Comet Bay College (CBC), Secret Harbour, Ill use
this school as a basis for context.
CBC is located 60 kilometres south of the Perth CBD in the sea-side suburb of Secret
Harbour. The College has an Index of Community Socio-Educational Advantage (ICSEA)
value 1016 indicating that students come from mostly medium socio-economic status homes
refer Figure 1. The College has 1715 students with an Indigenous student population of 2
% (Australian Curriculum Assessment and Reporting Authority, 2016). By comparison, the
nearest public high school, Warnbro Community High School, has and ISCEA value of 947.
This comparison indicates that a student at CBC will be more likely to have better learning
outcomes than if that same student went to Warnbro.
ICSEA is a scale which allows for fair and reasonable comparisons among schools with
similar students. The lower the ICSEA value, the lower the level of educational advantage of
students who go to this school. (Australian Curriculum Assessment and Reporting Authority,
2015)
Figure 1 - Comet Bay ICSEA value
Source: (Australian Curriculum Assessment and Reporting Authority, 2016)
From reviewing the schools web-site (Comet Bay College, n.d.) and as it is a relatively new
school, I will assume that CBC is well a equipped school with ample Wi-Fi infrastructure for
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internet access, that students have access to mobile devices such as iPads (school supplied
or through Bring Your Own Device BYOD) and that classrooms have interactive white
boards with speakers and projectors. Figure 2 illustrates the schools educational
philosophy. I note that there is a strong focus on community links and interaction.
The College uses the Oxford Big Ideas text books for student resources (Conti et al., 2016).
Figure 2 - CBC Educational Philosophy
Source: (Comet Bay College, n.d.)
Engagement with the Western Australian Curriculum and Assessment Outline

This program will address the School Curriculum and Standards Authority (SCSA) Year 10
Syllabus - Economics and Business. This subject is most likely taught in second term as it is
the second subject listed in the SCSA Humanities and Social Sciences (HASS) Year 10
Sample Teaching and Learning Outline (STLO) (School Curriculum and Standards Authority,
2016d). There are 7 components to the syllabus:
1. Indicators of economic performance (e.g. economic growth rates, unemployment

trends, inflation rates, human development index, quality of life index, sustainability
indexes) and how Australia's economy is performing (ACHEK050), Weeks 1 2.
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2. The links between economic performance and living standards, the variations that
exist within and between economies and the possible causes (e.g. foreign
investment, employment rates and levels of debt) (ACHEK051), Weeks 1 2.
3. The distribution of income and wealth in the economy and the ways in which
governments can redistribute income (e.g. through taxation, social welfare payments)
(ACHEK051), Weeks 3 5.
4. The ways that governments manage the economy to improve economic performance
and living standards (e.g. productivity policy, training and workforce development
policy, migration), and to minimise the effects of externalities (e.g. regulation)
5. Factors that influence major consumer and financial decisions (e.g. price, availability
and cost of finance, marketing of products, age and gender of consumers,
convenience, ethical and environmental considerations) and the short-term and long-
term consequences of these decisions (ACHEK053), Weeks 6 7.
6. The ways businesses organise themselves to improve productivity (e.g. provision of
training, investment in applications of technology, use of just-in-time inventory
systems) (ACHEK054), Weeks 8 9.
7. Ways that businesses respond to improved economic conditions (e.g. increasing
their research and development funding to create innovative products, adjusting
marketing strategies to expand their market share) (ACHEK054), Weeks 8 9.
Source: (School Curriculum and Standards Authority, 2016a)
The codes at the end of each component, e.g. ACHEK054, link to the appropriate section in
the Australian Curriculum (Australian Curriculum Assessment and Reporting Authority,
2017). The STLO also suggests the time frames that should be spent teaching each
component (School Curriculum and Standards Authority, 2016d).
This program will only seek to deliver components 1 3 as it has a scope of 3 weeks. It will
build knowledge and understanding by incorporating the skills of analysing and evaluating.
Explanation of topic and content

Students in Year 9 learn about the topic of Australia and the global economy. Building on
this, in Year 10, students are introduced to the concept of economic performance and living
standards while continuing to further their understanding of the concepts of making choices,
interdependence, specialisation, and allocation and markets through examining
contemporary issues, events and/or case studies delving into the reasons for variations in
the performance of economies (School Curriculum and Standards Authority, 2016a).
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This program will address the first 3 topics of the Year 10 Economics and Business Syllabus.
How the topic relates to adolescent development

At the age of 14 turning 15, the adolescent mind is entering the final stage of growth and
maturation. This age sees the maturation of the cerebral cortex and is linked to children
taking risks that an adult may not, due to the slow development of the prefrontal cortex
where executive decisions are made (Duchesne & McMaugh, 2015, p. 43).
However, the developing brain also makes significant advances such as improved memory
skills, improved attention and concentration, social reasoning skills improve leading to
deeper relationships with peers and friends, and empathy and social awareness greatly
improve (Duchesne & McMaugh, 2015, p. 45).
In Year 10, students are better able to understand and learn the concepts being taught.
Their questioning and researching, analysing and evaluation skills take their learning to
deeper levels than in previous years. They are called to evaluate more complex issues and
understand the consequences of actions of business and government.
Assessment of Objectives
The program will utilise a range of assessments including formative and summative, closed
and open assessments. The purpose of assessment is primarily concerned with knowing
how a student is progressing in their learning at a micro level and, at a macro level, the
subject and syllabus objectives. Assessments can take the form of Assessment of Learning,
Assessment for Learning, and Assessment as Learning (Duchesne & McMaugh, 2015, p.
496). This program will incorporate all three assessment types.
Assessments are also used to judge whether students meet the SCSA Achievements
standard for the subject. For this program, the SCSA Achievement standards are:
Students use economic indicators to analyse the economic performance of the Australian
economy. They describe how government policy is used to manage the economy and
improve economic performance and living standards, including the redistribution of income
and wealth. (School Curriculum and Standards Authority, 2016a)
Pedagogy
Of primary importance in assessment is understanding whether a student is learning deeply
or whether there is only a surface level understanding. Hattie refers to this as Visible
Teaching and Learning -
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Visible teaching and learning occurs when learning is the explicit and transparent goal,
when it is appropriately challenging, and when the teacher and the student both (in their
various ways) seek to ascertain whether and to what degree, the challenging goal is
attained. When students become their own teachers, they exhibit the self-regulatory
attributes that seem most desirable for learners (self-monitoring, self-evaluation, self-
assessment, self-teaching). (Hattie, n.d., p. 21)
My approach to teaching in this program will use a scaffolded approach to learning where
the students gradually build their higher-order questioning and thinking skills. The series of
12 lessons will culminate in a Class Debate designed to embed the concepts and use a full
range of metacognitive skills.
Links to the General Capabilities and Assessment Outline - literacy and

numeracy
The program incorporates many links to the SCASA Curriculum, General Capabilities, Skills
and Cross Curriculum Priorities. Where relevant, these are indicated in the second column of
the program. Refer to the Assessment Table under Assessment Overview for a list of
codes.
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The Program
Topic
The subject that is used in the program is Year 10 Economics and Business and is derived
from the SCSA Year 10 Humanities and Social Sciences Curriculum document. The
program will present the first three weeks of this unit
1. Indicators of economic performance (e.g. economic growth rates, unemployment
trends, inflation rates, human development index, quality of life index, sustainability
indexes) and how Australia's economy is performing (ACHEK050), Weeks 1 2.
2. The links between economic performance and living standards, the variations that
exist within and between economies and the possible causes (e.g. foreign
investment, employment rates and levels of debt) (ACHEK051), Weeks 1 2.
3. The distribution of income and wealth in the economy and the ways in which
governments can redistribute income (e.g. through taxation, social welfare payments)
There is a full listing of resources after the program for one week only, the first week.
Additional resources for following weeks are also available but in less detail.
A Class and Subject website is also available at hassmt.weebly.com.
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Assessment Overview
How the learning objectives will be assessed
The Marking Rubric is provided for the final assessment Class Debate. Refer Page
Marking Rubric.
Key to program codes:

Cross
Assessment type General
Resource type Skills Curriculum
(AT) Capabilities (GC)
priorities (CCP)
ATSI - Aboriginal
FA Formative TR Teacher QR Questioning and Torres Strait
LT Literacy
Assessment resource and researching Islander histories
and cultures
ASIA - Asia and
SA Summative SR Student Australia's
AN - Analysing NM - Numeracy
Assessment resource engagement with
Asia
ICT - Information
and
C Closed EV - Evaluating SY - Sustainability
communication
technology
CR -
CCT - Critical and
O Open Communicating
creative thinking
and reflecting
PS - Personal and
social capability
EU - Ethical
understanding
IU - Intercultural
understanding
Assessment table:
Closed/
Knowledge descriptor Lesson Assessment Description Grade
Open
FA:
1. Indicators of economic Review of Economic Record in
1 Socrative C
performance (e.g. terms Marks Book
quiz
economic growth
rates, unemployment FA: Video Video worksheet
trends, inflation rates, 2 C Note in LMS
worksheet and exit quiz
human development
index, quality of life FA: Hands Review economic indicators
index, sustainability 3 hands up who can O Note in LMS
up remember them
indexes) and how
Australia's economy is Students to share something
performing FA: Share about the video and then
3 nominate the next student O Note in LMS
(ACHEK050) and pass on
and topic.
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Closed/
Knowledge descriptor Lesson Assessment Description Grade
Open
Students to research
Australias GDP compared to 5 marks
SA:
3 Japan, US, UK, and India O Record in
Homework and put into a table and Marks Book
column graph.
FA: Video Take notes on the causes of

3 inflation. O Note in LMS
summary
Activity and Class
Research
assessment research
assessment. To be
SA: and answer the assessment
4 questions. Students to start O handed in two
Research weeks refer
working in class. Refer
Marking Rubric.
PowerPoint website
Note students who
Students to think of the
5 FA: Think- participate.
things that make their life O Encourage all to
Pair-Share better.
answer
Note students who
Who can think of examples
FA: Hands participate.
5 of both material and non- O Encourage all to
2. The links between Up material living standards?
answer
economic performance In pairs, research the Living
and living standards, FA: Work in Standards of 10 countries
the variations that exist 5 and then share with the O Note in LMS
pairs class. Are they higher or
within and between
lower than Australia?
economies and the Using your text book, read
possible causes (e.g. page 401, answer Q6. 3 marks
foreign investment, SA: In-class
6 Complete a written answer O Record in
employment rates and essay and hand in at the end of Marks Book
the lesson.
levels of debt)
SA: Short Research assignment 5 marks
(ACHEK051) and presentation to be
7 Research presented to the class in O Record in
and present next lesson 8 Marks Book
SA: Short Research assignment 5 marks
and presentation to be
8 Research presented to the class in O Record in
and present next lesson 8 Marks Book
Discuss video question
FA: Video what did students think
9 about the concepts O Note in LMS
discuss
presented?
3. The distribution of Types of government policy
income and wealth in Read pages 407 411 of text
FA: Reading Review results on
the economy and the 10 In pairs, using Padlet, List C Padlet after class.
and list and Describe the types of
ways in which policy government can use
governments can 10 marks
redistribute income SA: Major Debate on tax in
11 O Record in
(e.g. through taxation, assessment Australia vs Sweden
Marks Book
social welfare FA: Give Review the progress of each
payments) 12 student group and give feedback to O Note in LMS
(ACHEK051) feedback. help them for their debates.
10 marks
SA: Major Debate on tax in
12 O Record in
assessment Australia vs Sweden
Marks Book
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Teaching and Learning Program

Year Level Subject Unit of Work Weeks of the Program
Year 10 HASS Unit 2: Economics and Business Term 2, Weeks 1 3
Lesson Curriculum links Learning Teaching and Learning Activities Resources Comments
Week-Lesson Knowledge & Understanding (KU) Objectives and
Concepts (CP)
Skills (SK)
General Capabilities (GC) Students will be Assessments
Cross Curriculum
(CCP) able to:
State Inquiry Questions here.
1. Use economic indicators to analyse the economic performance of the Australian economy.
2. Describe how government policy is used to manage the economy and improve economic performance and living standards.
3. Investigate the how and why government redistributes income and wealth.
Week 1 (Week 1 of Term 2 Program)
1-1 KU - Indicators of 1. List and 1-1 TR & SR: YR 10 HASS website FA: Closed Record
economic performance Define http://hassmt.weebly.com/asse Quiz results in marks
and (e.g. economic growth indicators of Teacher input - PowerPoint Discuss ssment-2.html book (LMS). Review
rates, unemployment economic economic indicators. Lesson 1 - Class results and, if needed,
1-2 trends, inflation rates, performance. discussion. provide students with
TR & SR Year 10 HASS text book.
human development more scaffolded
index, quality of life 2. Review the (Conti et al., 2016, pp. 364 - 419) learning for Homework
Activity - Revision of year 9 Complete
index, sustainability economic revision quiz - economic terms using Socrative via LMS.
indexes) and how growth TR PowerPoint on economic
FA
Australia's economy is indicator of indicators and GDP. FA Students to
performing (ACHEK050) GDP. Video 1 Economic growth easily explained. complete video
Socrative quiz - worksheet and answer
(explainity, 2014). Review video with students
CP economic https://b.socrative.com/teacher/#import during Exit Quiz.
going through the handout worksheet as Exit
performance and living -quiz/28661309
Quiz
standards
Video Economic growth easily
Exit quiz: Review LOs - Economic Indicators
SK Analysing, explained. https://youtu.be/qC-
by passing ball around. Person with ball
Evaluating U76O76X0
speaks. FA
GC LT, ICT TR & SR -Handout worksheet for

video
CCP ATSI, ASIA, ST
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Concepts (CP)
Skills (SK)
Cross Curriculum
(CCP) able to:
KU - Indicators of 1-2
economic performance 3. Compare
(e.g. economic growth Australias PowerPoint on Economic Indicators Lesson
rates, unemployment GDP with 2.
trends, inflation rates, other
human development countries. Introduction review economic indicators FA Note students
index, quality of life hands up who can remember them. FA how have answered
index, sustainability intro. Questions.
indexes) and how Activity Think-Pair-Share - What are some
Australia's economy is of the limitations of GDP as a measure of Video on GDP differences - FA Anecdotal notes
performing (ACHEK050) economic performance? Review with class https://youtu.be/UHiUYj5EA0w
discussion hands up .FA FA Exit activity note
SK Analysing, GDP table on Google sheets students how have
Evaluating, Questioning Video 2 Why do some countries have a high https://docs.google.com/a/student.uwa answered intro.
and Researching GDP and other dont? (CrashCourse, 2015b) .edu.au/spreadsheets/d/1xWY6FAsSd Questions.
SUc9aYFDpe7DUihuhHs32su2tu1oyP
CP economic Exit Activity Share and pass on students sRRo/edit?usp=sharing
performance and living to share something about the video and then SA Homework -
standards nominate the next student and topic. FA Students to research
Australias GDP
GC LT, NM, ICT, CCT Homework Students to research Australias compared to other
GDP compared to Japan, US, UK, and India countries and put into a
CCP ASIA, ST and put into a table and column graph. table and column
Homework exercise. 5 Marks - SA graph. Download
sheet, input data and
upload to LMS.
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Concepts (CP)
Skills (SK)
Cross Curriculum
(CCP) able to:
1-3 KU - Indicators of 1-3 TR - PowerPoint on Economic Indicators
economic performance Lesson 3 & 4
and (e.g. economic growth 1. Review the PowerPoint on Inflation Lesson 3 - Review
rates, unemployment economic Economic indicators slide on inflation.
1-4 trends, inflation rates, growth TR Video on inflation - FA watch students
human development indicator of Teacher Input on Inflation https://youtu.be/T8-85cZRI9o and note the ones
index, quality of life Inflation. taking notes.
index, sustainability
indexes) and how 2. Identify the Video Inflation video. (CrashCourse, 2015a).
Australia's economy is reasons for Take notes on the causes of inflation for the TR Padlet activity
performing (ACHEK050) inflation. activity. FA https://padlet.com/18608112/viwkr9g157s8 FA note students
who contribute to the
CP economic Activity Using Padlet, and in pairs, students Padlet.
performance and living to post the reasons for inflation. Review
standards answers with the class. Everyone must
contribute to leave.
SK AN, EV, NM, 3. Measure
inflation
using the 1-4
GC LT, NM, ICT, CCT, CPI.
EU PowerPoint on Inflation Lesson 4
4. Examine the
CCP SY, ASIA effects of Teacher input how do we measure
inflation on inflation? SA Research
the SR Class website assessment. To be
economy. Activity and Class assessment research handed in two weeks
http://hassmt.weebly.com/assessm refer Marking Rubric.
and answer the assessment questions.
Students to start working in class. Refer
ent-2.html
PowerPoint website. SA
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Concepts (CP)
Skills (SK)
Cross Curriculum
(CCP) able to:
2-1 The links between 1. Define Living 2-1 TR - PowerPoint Lesson 5
economic performance Standards. PowerPoint Lesson 5 - Living Standards.
And and living standards, the FA Note students
variations that exist 2. Measure Activity warm-up Think Pair Share who participate.
2-2 within and between Living students to think of the things that make their Encourage all to
economies and the Standards. life better. FA answer
possible causes (e.g.
foreign investment, Teacher input Discuss the concept of Living
employment rates and standards FA Note students
levels of debt) who participate.
(ACHEK051KU) Class discussion Hands up - Who can think Encourage all to
of examples of both material and non-material answer.
CP economic living standards? FA
performance and living
standards
Teacher input how do we measure living
standards?
SK AN, EV, CR, QR
SR OECD web site
Activity In pairs, research the Living
GC LT, NM, IU, EU http://www.oecdbetterlifeindex.org FA Note students
Standards of 10 countries and then share with
who participate.
the class. Are they higher or lower than
CCP ASIA Encourage all to
Australia? FA
answer
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Concepts (CP)
Skills (SK)
Cross Curriculum
(CCP) able to:
Exit activity Which county has a lower Index
than Australia?
There will be an in-class essay next week
3. Identify the 2-2

2-2 link between
living PowerPoint Lesson 6 TR - PowerPoint Lesson 6
standards
and Video Standard of living. (Vedic Liink, 2014)
economic
performance. Class discussion review of lesson 1 using
PowerPoint slide questions.
4. Discuss why Teacher input using PowerPoint, discuss TR Video -
living the link between economic standards and https://youtu.be/UNiHIRRP9wU
standards economic performance.
are higher in
some Activity - Using your text book, read page
countries 401, answer Q6. Complete a written answer
compared to and hand in at the end of the lesson. (Conti et TR & SR Student text book, P401, Q6 SA In-class essay.
others. al., 2016, p. 401) 3 marks SA (Conti et al., 2016, p. 401) Question 6, page 401
of text.
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Concepts (CP)
Skills (SK)
Cross Curriculum
(CCP) able to:
2-3 The links between 5. Investigate 2-3
economic performance differing PowerPoint Lesson 7 & 8 TR - PowerPoint Lesson 7 & 8
And and living standards, the living
variations that exist standards for Short Research assignment and SR Website and
2-4 within and between Indigenous presentation to be presented to the class in Resource starting point - SA Research
economies and the Australians. next lesson 8 http://www.australianstogether.org.au/stori assignment. Refer
possible causes (e.g. In pairs es/detail/the-gap-indigenous-disadvantage- marking rubric.
foreign investment, Identify the different living standards that in-australia
employment rates and exist within Australia
levels of debt) Pay close attention to indigenous Refer Chapters 4.2, 4.12, 13 of text book.
(ACHEK051KU) Australians (Conti et al., 2016)
Compare and contrast indigenous
CP economic Australians lifestyle to your lifestyle
performance and living Prepare a presentation 5 minutes long
standards Refer marking rubric
Resource starting point -
SK QR, AN, EV, CR http://www.australianstogether.org.au/stories/detail/
the-gap-indigenous-disadvantage-in-australia
GC NM, CCT, PS, IU
CCP ATSI
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Concepts (CP)
Skills (SK)
Cross Curriculum
(CCP) able to:
3-1 The distribution of 1. Identify the 3-1 TR - PowerPoint Lesson 9 & 10

income and wealth in the ways
and economy and the ways governments PowerPoint Lesson 9 & 10
in which governments redistribute
3-2 can redistribute income income. Video Wealth distribution in Australia.
(e.g. through taxation, (Australia 21, 2014) FA Video - https://youtu.be/ANt8a3RlPyc FA Anecdotally note
social welfare payments) 2. Debate the the input from students.
(ACHEK051) ways Discuss video question what did students Record in LMS after
governments think about the concepts presented? lesson.
CP economic redistribute
performance and living income. Teacher input from PowerPoint Lesson 9
standards, allocation and
markets Activity - Types of government policy TR & SR class website. FA Review results on
. Read pages 407 411 of text In pairs, using Padlet after class.
SK Padlet, List and Describe the types of policy
government can use. (Conti et al., 2016, pp. 407-
GC 411) FA
CCP
3-2
Assessment in groups of four
o Research and Income tax in Australia
and Sweden and compare and
contrast the benefits and SA Major
disadvantages. assessment Class
o Prepare a debate to argue Swedens debate in Lessons 12 &
tax system is better than Australias. 13 & 14.
Page | 21

Concepts (CP)
Skills (SK)
Cross Curriculum
(CCP) able to:
o Refer marking rubric
o Presented in Lessons 12 & 13
o Teacher will set the teams and who is
FOR and AGAINSTSA
3-3 Debate the ways 3-3

governments FA Review the
redistribute Students to continue work on debates progress of each group
And income Break into their groups and rehearse and give feedback to
help them for their
3-4 debates.
3-4 SA review each

Debates begin. Students not debating to debate according to the
Peer-assess using the marking rubric. These marking rubric and
will be handed in at the end of class. consider the feedback
from the peer-reviews.
Page | 22
Lesson Reflection
Lesson:_________________ Date:____________
Evaluation of Student Learning:

1. Were the students engaged during the lesson?
2. Were the objectives met? If not, why not?
3. Was there sufficient scaffolding leading up to the lesson, i.e. were the students in the ZPD?
4. What was the feedback from the students? Did they enjoy it - was it fun?
Self-Evaluation/Reflection:
1. How did the overall lesson seem to go?
2. Did I stay on time?
3. What was the feedback from the students? Did they enjoy it - was it fun?
4. Did any students struggle to meet the objectives?
5. What would I do differently next time?
Page | 23
Resources and PowerPoint references
Lesson 1
Video Worksheet
Lesson 1 Video Worksheet
Name:_____________
How do we measure Economic Growth?
1. What is the value of all the products and services sold and everything
people do and get paid for?
G_______ D__________ P____________
2. What happens when people earn more money?
They buy ______________________________________
3. What happens to the economy?
It _____________
4. The government generally wants to see three things happen in the

economy:
4.1. Greater E__________
4.2. Stable P__________
4.3. A b__________ between imported and exported goods and
services
5. More growth means more M_______
6. The resources that are needed for growth are L__________
7. Some think we should also focus on Q_________ of L______ and not
just on economic growth.
Page | 24
Video - Economic Growth Video
Source: (explainity, 2014)
Teacher input on Economic Indicators

GDP
GDP is a measure of the total value (in dollars) of all goods and services produced in
Australia over a specific period of time.
Gross means that tax or other deductions (such as depreciation) are not taken into account
when calculating GDP. GDP is a measure of value before these are deducted. For example,
machinery decreases in value over time due to wear (known as depreciation), but this is not
taken into account when calculating GDP.
Domestic refers to production within a country such as Australia.
Product includes goods (such as bread, mobile phones and clothes) and services (such as
haircuts, tax returns and school fees). Only final goods and services are included when
calculating GDP. For example, an apple pie is a final good because it is no longer being
used to produce another good.
Source: (Conti et al., 2016, p. 380)
Inflation
Inflation occurs when there is an increase in the general level of prices paid for goods and
services over a certain period of time. Usually we measure the change in prices on a yearly
basis. (Conti et al., 2016, p. 382)
Inflation is measured in Australia using the Consumer Price Index (CPI).
Page | 25
Source: http://www.rba.gov.au/speeches/2003/images/sp-dg-100403-graph1.gif
Unemployment
Definition the percentage of people in the labour force who are unemployed. (Conti et al.,
2016, p. 384)
Source:
http://www.abc.net.au/cm/lb/4873542/data/chart-unemployment-1978-to-july-2013-data.jpg
Gini coefficient and the Lorenz curve
The Gini coefficient is calculated using the Lorenz curve. This curve graphs the cumulative
proportion of total income against the cumulative proportion of the population from lowest to
highest income. The curve starts at 0 and reaches a maximum of 1.3 A straight line would
denote that everyone has the same income; inequality is reflected in a convex curvature.
(Finlay, 2012, p. 28)
Page | 26
Source: (Finlay, 2012, p. 28)
Activity Think-pair-share
Question: What are some of the things GDP doesnt measure that you think are important
part of economic performance?
Enough leisure time
Spending time with family and friends
Contributing to the community
A job that is rewarding
Enjoying nature
Good health
A pollution-free environment
Income and wealth are distributed fairly in society
Page | 27
Lesson 2
Video on GDP
Source: (CrashCourse, 2015b)
Homework - GDP table on Google sheets
https://docs.google.com/spreadsheets/d/1xWY6FAsSdSUc9aYFDpe7DUihuhHs32su2tu1oy
PsRRo/edit#gid=0
Page | 28
Lesson 3
Teacher input on Inflation Pt 1
Inflation occurs when there is an increase in the general level of prices paid for goods and
services over a certain period of time. Usually we measure the change in prices on a yearly
basis. Rising prices means the consumer must pay more for goods and services if they want
to continue to consume the same amount and maintain their standard of living. (Conti et al.,
2016, p. 382)
Inflation is caused by:
1. Increased demand for Goods and Services
2. Increase in costs of providing those goods and services
Video on Inflation
Source: (CrashCourse, 2015a)

Padlet activity class discussion on the causes of inflation
Page | 29
Lesson 4
Teacher input on Inflation Pt 2

How do we measure inflation?
Measuring inflation the Consumer Price Index
The Australian Bureau of Statistics measures inflation by using the Consumer Price Index
(CPI). The CPI measures the price change of a typical basket of goods and services
purchased by Australian households every quarter. The change in these prices from one
quarter to another is referred to as the inflation rate. We therefore know the rate at which
prices are changing in the economy. (Conti et al., 2016, p. 383)
Research assignment
What effect does inflation have on the economy?
Evaluate and create hand in two weeks refer marking rubric.
1. Find out what hyperinflation means and give an example of one country that
experienced it. Write a paragraph describing how it was affected. 500 words.
2. Think of at least three items you have purchased in the past that now cost more to
buy. Explain why the price for these items may have increased. 500 words.
Page | 30
Lesson 5
Teacher input Living Standards
A standard is a certain level of attainment or achievement. For example, you either pass
year 10 or you dont. When we talk about a countrys living standards, we are specifically
looking at what its like to live in that country in terms of the material and non-material
wellbeing of its citizens.
The living standard of a population is measured in two ways: material living standards and
non-material living standards. (Conti et al., 2016, p. 398)
1. Material living standards refer to our access to physical goods and services.
Question: Who can think of examples of material living standards?
2. Non-material living standards must also be considered when assessing the quality of
life
Question: Who can think of examples of non-material living standards?
Teacher input Measuring Living Standards

Material living standards are typically measured using the GDP.
Non-material living standards are hard to measure but the Organisation for Economic
Co-operation and Development (OECD) has attempted to measure it with their Better
Life Index.
The OECD Better Life Index GDP is an indicator of economic wellbeing that does not take
into consideration the environmental costs of producing goods and services. The OECD
Better Life Index seeks to provide a more holistic picture of the true living standards of 40
different countries by measuring progress based on 11 criteria, one of which is the
environment. (Conti et al., 2016, p. 398)
Student Resource OECD Better Life Index website
OECD web site http://www.oecdbetterlifeindex.org
Page | 31
Lesson 6
The income that citizens earn on average is an important indicator of living standard, as it
means that consumers can buy basic goods and services such as food, shelter and clothing,
but also afford additional goods and services that make life easier. These additional goods
such as cars, refrigerators, washing machines and computer equipment provide an
additional level of convenience and enjoyment.(Conti et al., 2016, p. 400)
Therefore, the better a countrys economic performance, the higher incomes are and the
higher the standard of living is.
In-class essay
Evaluate and create
Page 401. Q6 - Select one of the lowest income-earning countries from Source 1 and conduct
research about that country on the Internet. Explain the possible causes for the countrys low
comparative material living standard and the effects of having such a poor standard.
Lesson 7
Short Research assignment and presentation

To be presented to the class in next lesson (Lesson 8)
In pairs
Identify the different living standards that exist within Australia
Pay close attention to indigenous Australians
Compare and contrast indigenous Australians lifestyle to your lifestyle
Prepare a presentation 5 minutes long
Resource starting point - http://www.australianstogether.org.au/stories/detail/the-gap-
indigenous-disadvantage-in-australia
Lesson 8
Class presentations
Page | 32
Lesson 9
Video - Inequality in Australia
Source: (Australia 21, 2014)
Teacher Input Government policy

Improving living standards is a key economic goal of many countries. This is mainly
because a higher living standard leads to a stronger and more prosperous nation and a
stronger and more prosperous nation in turn maintains a higher living standard. When the
citizens of a country are employed and earning an income, more goods and services can be
purchased. Government revenue earned from taxes paid by workers (from the money they
earn and the products they buy) can then be used for services such as education and health
care. These government services benefit us all.
The government of any country is constantly making economic policy decisions outlining
actions that need to be taken in order to manage different aspects of the economy. (Conti et
al., 2016, p. 406)
Activity Types of government policy

Read pages 407 411 of text In pairs, using Padlet, List and Describe the types of policy
government can use. (Conti et al., 2016, pp. 407-411)
https://padlet.com/18608112/3338ozhgmo53
Page | 33
Lessons 10 12
Assessment in groups of four
o Research and Income tax in Australia and Sweden and compare and
contrast the benefits and disadvantages.
o Prepare a debate to argue Swedens tax system is better than
Australias.
o Refer marking rubric
o Presented in Lessons 12 & 13 & 14
o Teacher will set the teams and who is FOR and AGAINST
Marking Rubric
http://www.rcampus.com/rubricshowc.cfm?code=SX86877&sp=yes
Page | 34
PowerPoint
The PowerPoint presentation can be accessed on the Class website hassmt.weebly.com.
Slide 1 ___________________________________
___________________________________
ECONOMICS AND BUSINESS
YEAR 10
WEEKS 1 -3
___________________________________
EDUC5466 - HASS
Mark Thomas
___________________________________
18608112
___________________________________
___________________________________
___________________________________
Slide 2 ___________________________________
LESSON 1 ECONOMIC INDICATORS
CLASS WEBSITE IS HASSMT.WEEBLY.COM/ASSESSMENT-2
WEEKS 1 & 2 LEARNING OBJECTIVES
LIST AND DEFINE INDICATORS OF ECONOMIC PERFORMANCE.
___________________________________
REVIEW THE ECONOMIC GROWTH INDICATOR OF GDP.
COMPARE AUSTRALIAS GDP WITH OTHER COUNTRIES.
REVISION OF ECONOMIC TERMS

QUIZ - HTTPS://B.SOCRATIVE.COM/TEACHER/#IMPORT-QUIZ/28661309
___________________________________
CONCEPTS WE WILL LOOK AT IN THE COMING 2 WEEKS
ECONOMIC GROWTH RATES GROSS DOMESTIC PRODUCT (GDP)
INFLATION RATE
UNEMPLOYMENT RATE
___________________________________
LORENZ CURVE & GINI COEFFICIENT
___________________________________
___________________________________
___________________________________
Slide 3 ___________________________________
ECONOMIC INDICATOR INFLATION
INFLATION OCCURS WHEN THERE IS AN INCREASE IN THE GENERAL LEVEL OF PRICES PAID FOR GOODS AND ___________________________________
SERVICES OVER A CERTAIN PERIOD OF TIME. USUALLY WE MEASURE THE CHANGE IN PRICES ON A YEARLY
BASIS. (CONTI ET AL., 2016, P. 382)
INFLATION IS MEASURED IN AUSTRALIA USING THE CONSUMER PRICE INDEX (CPI).
___________________________________
___________________________________
SOURCE: HTTP://WWW.RBA.GOV.AU/SPEECHES/2003/IMAGES/SP-DG-100403-GRAPH1.GIF
___________________________________
___________________________________
___________________________________
Page | 35
Slide 4 ___________________________________
ECONOMIC INDICATOR UNEMPLOYMENT
DEFINITION THE PERCENTAGE OF PEOPLE IN THE LABOUR FORCE WHO ARE UNEMPLOYED. (CONTI ET
___________________________________
AL., 2016, P. 384)
___________________________________
___________________________________
SOURCE: HTTP://WWW.ABC.NET.AU/CM/LB/4873542/DATA/CHART-UNEMPLOYMENT-1978-TO-JULY-2013-DATA.JPG
___________________________________
___________________________________
___________________________________
Slide 5 ___________________________________
ECONOMIC INDICATOR LORENZ CURVE & GINI COEFFICIENT
THE GINI COEFFICIENT IS CALCULATED USING THE LORENZ CURVE. THIS CURVE GRAPHS THE
___________________________________
CUMULATIVE PROPORTION OF TOTAL INCOME AGAINST THE CUMULATIVE PROPORTION OF THE
POPULATION FROM LOWEST TO HIGHEST INCOME. THE CURVE STARTS AT 0 AND REACHES A MAXIMUM
OF 1.3 A STRAIGHT LINE WOULD DENOTE THAT EVERYONE HAS THE SAME INCOME; INEQUALITY IS
REFLECTED IN A CONVEX CURVATURE. (FINLAY, 2012, P. 28) ___________________________________
SOURCE: (FINLAY, 2012, P. 28)

___________________________________
___________________________________
___________________________________
___________________________________
Slide 6 ___________________________________
ECONOMIC GROWTH WORKSHEET
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Page | 36
Slide 7 ___________________________________
ECONOMIC GROWTH VIDEO
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 8 ___________________________________
REVIEW OF ECONOMIC INDICATORS
Q: HANDS UP WHO CAN REMEMBER THEM?
___________________________________
ECONOMIC GROWTH RATES GROSS DOMESTIC PRODUCT (GDP)
INFLATION RATE
UNEMPLOYMENT RATE
LORENZ CURVE & GINI COEFFICIENT ___________________________________
TODAY WE WILL BE LOOKING AT GDP IN MORE DEPTH
___________________________________
___________________________________
___________________________________
___________________________________
Slide 9 ___________________________________
ECONOMIC GROWTH RATE GDP
DEFINITION ___________________________________
GDP IS A MEASURE OF THE TOTAL VALUE (IN DOLLARS) OF ALL GOODS AND SERVICES PRODUCED IN AUSTRALIA OVER A
SPECIFIC PERIOD OF TIME.
GROSS MEANS THAT TAX OR OTHER DEDUCTIONS (SUCH AS DEPRECIATION) ARE NOT TAKEN INTO ACCOUNT WHEN
CALCULATING GDP. GDP IS A MEASURE OF VALUE BEFORE THESE ARE DEDUCTED. FOR EXAMPLE, MACHINERY DECREASES
IN VALUE OVER TIME DUE TO WEAR (KNOWN AS DEPRECIATION), BUT THIS IS NOT TAKEN INTO ACCOUNT WHEN
CALCULATING GDP.
___________________________________
DOMESTIC REFERS TO PRODUCTION WITHIN A COUNTRY SUCH AS AUSTRALIA.
PRODUCT INCLUDES GOODS (SUCH AS BREAD, MOBILE PHONES AND CLOTHES) AND SERVICES (SUCH AS HAIRCUTS, TAX
RETURNS AND SCHOOL FEES). ONLY FINAL GOODS AND SERVICES ARE INCLUDED WHEN CALCULATING GDP. FOR
EXAMPLE, AN APPLE PIE IS A FINAL GOOD BECAUSE IT IS NO LONGER BEING USED TO PRODUCE ANOTHER GOOD. ___________________________________
SOURCE: (CONTI ET AL., 2016, P. 380)
___________________________________
___________________________________
___________________________________
Page | 37
Slide 10 ___________________________________
ECONOMIC GROWTH RATES GDP
ACTIVITY: THINK-PAIR-SHARE
___________________________________
QUESTION: WHAT ARE SOME OF THE THINGS GDP DOESNT MEASURE THAT YOU THINK ARE IMPORTANT PART OF
ECONOMIC PERFORMANCE?
ENOUGH LEISURE TIME
SPENDING TIME WITH FAMILY AND FRIENDS
CONTRIBUTING TO THE COMMUNITY ___________________________________
A JOB THAT IS REWARDING
ENJOYING NATURE
GOOD HEALTH
A POLLUTION-FREE ENVIRONMENT
INCOME AND WEALTH ARE DISTRIBUTED FAIRLY IN SOCIETY
___________________________________
SOURCE: SOURCE: (CONTI ET AL., 2016, P. 381)
___________________________________
___________________________________
___________________________________
Slide 11 ___________________________________
WEEK 2 ECONOMIC INDICATORS
VIDEO WHY ARE THERE DIFFERENCE IN GDP BETWEEN COUNTRIES?
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 12 ___________________________________
EXIT ACTIVITY SHARE AND PASS ON STUDENTS TO SHARE SOMETHING ABOUT THE VIDEO AND THEN
NOMINATE THE NEXT STUDENT AND TOPIC. ___________________________________
HOMEWORK HOMEWORK -STUDENTS TO RESEARCH AUSTRALIAS GDP COMPARED TO OTHER
COUNTRIES AND PUT INTO A TABLE AND COLUMN GRAPH. DOWNLOAD SHEET, INPUT DATA AND UPLOAD TO
LMS.
GDP TABLE ON GOOGLE SHEETS
___________________________________
HTTPS://DOCS.GOOGLE.COM/A/STUDENT.UWA.EDU.AU/SPREADSHEETS/D/1XWY6FASSDSUC9AYFDPE7DUIH
UHHS32SU2TU1OYPSRRO/EDIT?USP=SHARING
___________________________________
___________________________________
___________________________________
___________________________________
Page | 38
Slide 13 ___________________________________
LESSON 3 - 4
___________________________________
LEARNING OBJECTIVES:
REVIEW THE ECONOMIC GROWTH INDICATOR OF INFLATION.
___________________________________
IDENTIFY THE REASONS FOR INFLATION.
MEASURE INFLATION USING THE CPI.
EXAMINE THE EFFECTS OF INFLATION ON THE ECONOMY.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 14 ___________________________________
LESSON 3
THE REASONS FOR INFLATION ___________________________________
INFLATION OCCURS WHEN THERE IS AN INCREASE IN THE GENERAL LEVEL OF PRICES PAID FOR
GOODS AND SERVICES OVER A CERTAIN PERIOD OF TIME. USUALLY WE MEASURE THE CHANGE
IN PRICES ON A YEARLY BASIS. RISING PRICES MEANS THE CONSUMER MUST PAY MORE FOR
GOODS AND SERVICES IF THEY WANT TO CONTINUE TO CONSUME THE SAME AMOUNT AND
MAINTAIN THEIR STANDARD OF LIVING. (CONTI ET AL., 2016, P. 382) ___________________________________
INFLATION IS CAUSED BY:
INCREASED DEMAND FOR GOODS AND SERVICES
INCREASE IN COSTS OF PROVIDING THOSE GOODS AND SERVICES ___________________________________
___________________________________
___________________________________
___________________________________
Slide 15 ___________________________________
LESSON 3 - INFLATION
ECONOMIC GROWTH INDICATOR - INFLATION.
VIDEO ON INFLATION ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Page | 39
Slide 16 ___________________________________
PADLET EXERCISE QR CODE ACCESS DISCUSS ANSWERS
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 17 ___________________________________
HOW DO WE MEASURE INFLATION?
___________________________________
MEASURING INFLATION THE CONSUMER PRICE INDEX
THE AUSTRALIAN BUREAU OF STATISTICS MEASURES INFLATION BY USING THE CONSUMER PRICE
INDEX (CPI). THE CPI MEASURES THE PRICE CHANGE OF A TYPICAL BASKET OF GOODS AND
SERVICES PURCHASED BY AUSTRALIAN HOUSEHOLDS EVERY QUARTER. THE CHANGE IN THESE
___________________________________
PRICES FROM ONE QUARTER TO ANOTHER IS REFERRED TO AS THE INFLATION RATE. WE
THEREFORE KNOW THE RATE AT WHICH PRICES ARE CHANGING IN THE ECONOMY. (CONTI ET
___________________________________
AL., 2016, P. 383)
___________________________________
___________________________________
___________________________________
Slide 18 ___________________________________
WHAT EFFECT DOES INFLATION HAVE ON THE ECONOMY? ___________________________________
ACTIVITY AND ASSIGNMENT
RESEARCH ASSIGNMENT
___________________________________
WHAT EFFECT DOES INFLATION HAVE ON THE ECONOMY?
EVALUATE AND CREATE HAND IN NEXT WEEK.
1. FIND OUT WHAT HYPERINFLATION MEANS AND GIVE AN EXAMPLE OF ONE COUNTRY THAT EXPERIENCED
IT. WRITE A PARAGRAPH DESCRIBING HOW IT WAS AFFECTED. 200 WORDS.
2. THINK OF AT LEAST THREE ITEMS YOU HAVE PURCHASED IN THE PAST THAT NOW COST MORE TO BUY.
EXPLAIN WHY THE PRICE FOR THESE ITEMS MAY HAVE INCREASED. 200 WORDS.
SOURCE: (CONTI ET AL., 2016, P. 383)
___________________________________
___________________________________
___________________________________
___________________________________
Page | 40
Slide 19 ___________________________________
LESSON 5 & 6 LIVING STANDARDS
LEARNING OBJECTIVES
1. DEFINE LIVING STANDARDS.
___________________________________
2. MEASURE LIVING STANDARDS.
3. IDENTIFY THE LINK BETWEEN LIVING STANDARDS AND ECONOMIC PERFORMANCE.
4. DISCUSS WHY LIVING STANDARDS ARE HIGHER IN SOME COUNTRIES COMPARED TO OTHERS. ___________________________________
5. INVESTIGATE DIFFERING LIVING STANDARDS FOR INDIGENOUS AUSTRALIANS.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 20 ___________________________________
LESSON 5 LIVING STANDARDS
___________________________________
LIVING STANDARDS
A STANDARD IS A CERTAIN LEVEL OF ATTAINMENT OR ACHIEVEMENT. FOR EXAMPLE, YOU EITHER PASS YEAR 10
OR YOU DONT. WHEN WE TALK ABOUT A COUNTRYS LIVING STANDARDS, WE ARE SPECIFICALLY LOOKING
AT WHAT ITS LIKE TO LIVE IN THAT COUNTRY IN TERMS OF THE MATERIAL AND NON-MATERIAL WELLBEING OF
ITS CITIZENS.
THE LIVING STANDARD OF A POPULATION IS MEASURED IN TWO WAYS: MATERIAL LIVING STANDARDS AND
NON-MATERIAL LIVING STANDARDS. (CONTI ET AL., 2016, P. 398) ___________________________________
MATERIAL LIVING STANDARDS REFER TO OUR ACCESS TO PHYSICAL GOODS AND SERVICES.
QUESTION: WHO CAN THINK OF EXAMPLES OF MATERIAL LIVING STANDARDS?
NON-MATERIAL LIVING STANDARDS MUST ALSO BE CONSIDERED WHEN ASSESSING THE QUALITY OF LIFE
QUESTION: WHO CAN THINK OF EXAMPLES OF NON-MATERIAL LIVING STANDARDS? ___________________________________
___________________________________
___________________________________
___________________________________
Slide 21 ___________________________________
LESSON 5 MEASURING LIVING STANDARDS
MEASURING LIVING STANDARDS
MATERIAL LIVING STANDARDS ARE TYPICALLY MEASURED USING THE GDP.
___________________________________
NON-MATERIAL LIVING STANDARDS ARE HARD TO MEASURE BUT THE ORGANISATION FOR ECONOMIC
CO-OPERATION AND DEVELOPMENT (OECD) HAS ATTEMPTED TO MEASURE IT WITH THEIR BETTER LIFE
INDEX.
THE OECD BETTER LIFE INDEX GDP IS AN INDICATOR OF ECONOMIC WELLBEING THAT DOES NOT TAKE
___________________________________
INTO CONSIDERATION THE ENVIRONMENTAL COSTS OF PRODUCING GOODS AND SERVICES. THE OECD
BETTER LIFE INDEX SEEKS TO PROVIDE A MORE HOLISTIC PICTURE OF THE TRUE LIVING STANDARDS OF 40
___________________________________
DIFFERENT COUNTRIES BY MEASURING PROGRESS BASED ON 11 CRITERIA, ONE OF WHICH IS THE
ENVIRONMENT. (CONTI ET AL., 2016, P. 398)
___________________________________
___________________________________
___________________________________
Page | 41
Slide 22 ___________________________________
STUDENT ACTIVITY ___________________________________
IN PAIRS, RESEARCH THE LIVING STANDARDS OF 10 COUNTRIES AND THEN SHARE WITH THE
CLASS. ARE THEY HIGHER OR LOWER THAN AUSTRALIA?
OECD BETTER LIFE INDEX WEBSITE
OECD WEB SITE HTTP://WWW.OECDBETTERLIFEINDEX.ORG ___________________________________
THERE WILL BE AN IN-CLASS ESSAY NEXT WEEK
___________________________________
___________________________________
___________________________________
___________________________________
Slide 23 ___________________________________
VIDEO STANDARD OF LIVING ___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 24 ___________________________________
CLASS DISCUSSION ___________________________________
REVIEW THE DEFINITION OF THE STANDARD OF LIVING
HOW IS MATERIAL STANDARD OF LIVING MEASURED?
___________________________________
HOW IS NON-MATERIAL STANDARD OF LIVING MEASURED?
WHAT DOES THE OECD USE?
___________________________________
___________________________________
___________________________________
___________________________________
Page | 42
Slide 25 ___________________________________
___________________________________
THE INCOME THAT CITIZENS EARN ON AVERAGE IS AN IMPORTANT INDICATOR OF LIVING
STANDARD, AS IT MEANS THAT CONSUMERS CAN BUY BASIC GOODS AND SERVICES SUCH AS
FOOD, SHELTER AND CLOTHING, BUT ALSO AFFORD ADDITIONAL GOODS AND SERVICES THAT
MAKE LIFE EASIER. THESE ADDITIONAL GOODS SUCH AS CARS, REFRIGERATORS, WASHING
MACHINES AND COMPUTER EQUIPMENT PROVIDE AN ADDITIONAL LEVEL OF CONVENIENCE ___________________________________
AND ENJOYMENT.(CONTI ET AL., 2016, P. 400)
THEREFORE, THE BETTER A COUNTRYS ECONOMIC PERFORMANCE, THE HIGHER INCOMES ARE
___________________________________
AND THE HIGHER THE STANDARD OF LIVING IS.
___________________________________
___________________________________
___________________________________
Slide 26 ___________________________________
___________________________________
IN-CLASS ESSAY
EVALUATE AND CREATE
___________________________________
PAGE 401. Q6 - SELECT ONE OF THE LOWEST INCOME-EARNING COUNTRIES FROM SOURCE 1
AND CONDUCT SOME RESEARCH ABOUT THAT COUNTRY ON THE INTERNET. EXPLAIN THE
POSSIBLE CAUSES FOR THE COUNTRYS LOW COMPARATIVE MATERIAL LIVING STANDARD AND
THE EFFECTS OF HAVING SUCH A POOR STANDARD.
___________________________________
___________________________________
___________________________________
___________________________________
Slide 27 ___________________________________
LESSON 7 & 8 MEASURING LIVING STANDARDS
SHORT RESEARCH ASSIGNMENT AND PRESENTATION
TO BE PRESENTED TO THE CLASS IN NEXT LESSON 8
___________________________________
IN PAIRS
IDENTIFY THE DIFFERENT LIVING STANDARDS THAT EXIST WITHIN AUSTRALIA
PAY CLOSE ATTENTION TO INDIGENOUS AUSTRALIANS
COMPARE AND CONTRAST INDIGENOUS AUSTRALIANS LIFESTYLE TO YOUR LIFESTYLE ___________________________________
PREPARE A PRESENTATION 5 MINUTES LONG
REFER MARKING RUBRIC
___________________________________
RESOURCE STARTING POINT - HTTP://WWW.AUSTRALIANSTOGETHER.ORG.AU/STORIES/DETAIL/THE-
GAP-INDIGENOUS-DISADVANTAGE-IN-AUSTRALIA
REFER CHAPTERS 4.2, 4.12, 13 OF TEXT BOOK. (CONTI ET AL., 2016)
___________________________________
___________________________________
___________________________________
Page | 43
Slide 28 ___________________________________
LESSON 9 & 10 INCOME DISTRIBUTION
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
___________________________________
Slide 29 ___________________________________
GOVERNMENT POLICY
IMPROVING LIVING STANDARDS IS A KEY ECONOMIC GOAL OF MANY COUNTRIES. THIS IS MAINLY
___________________________________
BECAUSE A HIGHER LIVING STANDARD LEADS TO A STRONGER AND MORE PROSPEROUS NATION AND
A STRONGER AND MORE PROSPEROUS NATION IN TURN MAINTAINS A HIGHER LIVING STANDARD.
___________________________________
WHEN THE CITIZENS OF A COUNTRY ARE EMPLOYED AND EARNING AN INCOME, MORE GOODS AND
SERVICES CAN BE PURCHASED. GOVERNMENT REVENUE EARNED FROM TAXES PAID BY WORKERS (FROM
THE MONEY THEY EARN AND THE PRODUCTS THEY BUY) CAN THEN BE USED FOR SERVICES SUCH AS
EDUCATION AND HEALTH CARE. THESE GOVERNMENT SERVICES BENEFIT US ALL.
THE GOVERNMENT OF ANY COUNTRY IS CONSTANTLY MAKING ECONOMIC POLICY DECISIONS
OUTLINING ACTIONS THAT NEED TO BE TAKEN IN ORDER TO MANAGE DIFFERENT ASPECTS OF THE
ECONOMY. (CONTI ET AL., 2016, P. 406)
___________________________________
___________________________________
___________________________________
___________________________________
Slide 30 ___________________________________
___________________________________
STUDENT ACTIVITY
TYPES OF GOVERNMENT POLICY
___________________________________
READ PAGES 407 411 OF TEXT IN PAIRS, USING
PADLET, LIST AND DESCRIBE THE TYPES OF POLICY
GOVERNMENT CAN USE. (CONTI ET AL., 2016, PP.
407-411)
HTTPS://PADLET.COM/18608112/3338OZHGMO5
3
___________________________________
___________________________________
___________________________________
___________________________________
Page | 44
Slide 31 ___________________________________
LESSON 10-12 - INCOME DISTRIBUTION
MAJOR ASSESSMENT - CLASS DEBATE
ASSESSMENT IN GROUPS OF FOUR
___________________________________
RESEARCH AND INCOME TAX IN AUSTRALIA AND SWEDEN AND COMPARE AND CONTRAST THE
BENEFITS AND DISADVANTAGES.
PREPARE A DEBATE TO ARGUE SWEDENS TAX SYSTEM IS BETTER THAN AUSTRALIAS.
REFER MARKING RUBRIC ___________________________________
PRESENTED IN LESSONS 12 & 13 & 14
TEACHER WILL SET THE TEAMS AND WHO IS FOR AND AGAINST
___________________________________
___________________________________
___________________________________
___________________________________
Page | 45
References
Adams Becker, S., Freeman, A., Giesinger Hall, C., Cummins, M., & Yuhnke, B. (2016).
NMC/CoSN Horizon Report: 2016 K-12 Edition. Austin, TX: The New Media
Consortium. Retrieved from http://www.learntechlib.org/p/173568
Australia 21 (Producer). (2014). 1. Inequality in Australia - Short video by Australia21.
Retrieved from https://youtu.be/ANt8a3RlPyc
Australian Curriculum Assessment and Reporting Authority. (2015). What does the ICSEA
value mean? Melbourne. Retrieved from
https://acaraweb.blob.core.windows.net/resources/About_icsea_2014.pdf
Australian Curriculum Assessment and Reporting Authority. (2016). Comet Bay College,
Secret Harbour, WA. Retrieved from
https://www.myschool.edu.au/SchoolProfile/Index/111467/CometBayCollege/48255/2
016
Australian Curriculum Assessment and Reporting Authority. (2017). ACHEK054 Humanities
and Social Sciences / 710 Economics and Business / Year 10 / Economics and
Business Knowledge and Understanding. Retrieved from
http://www.australiancurriculum.edu.au/humanities-and-social-sciences/economics-
and-business/curriculum/7-10?layout=1#cdcode=ACHEK054&level=10
Australian Institute for Teaching and School Leadership. (2017). Australian Professional
Standards for Teachers. Retrieved from http://www.aitsl.edu.au/australian-
professional-standards-for-teachers/standards/list
Churches, A. (2008). Bloom's Taxonomy Blooms Digitally. Retrieved from
http://www.techlearning.com/news/0002/bloom39s-taxonomy-blooms-digitally/65603
Comet Bay College. (n.d.). Comet Bay College. Retrieved from
http://cometbaycollege.wa.edu.au/
Conti, L., Easton, M., Wilson, J., Carrodus, G., Delany, T., & Wilson, A. (2016). Oxford Big
Ideas Humanities and Social Sciences 10: Western Australian Curriculum. Oxford
University Press.
CrashCourse (Producer). (2015a, 19 May 2017). Inflation and Bubbles and Tulips: Crash
Course Economics #7. Retrieved from https://youtu.be/T8-85cZRI9o
CrashCourse (Producer). (2015b, 19 May 2017). Productivity and Growth: Crash Course
Economics #6. Retrieved from https://youtu.be/UHiUYj5EA0w
Duchesne, S., & McMaugh, A. (2015). Educational psychology for learning and teaching (5th
edition. ed.). South Melbourne, Vic: Cengage Learning.
Dweck, C. (2016). Mindset: The New Psychology of Success. New York: Ballantine Books.
explainity. (2014). Economic Growth easily explained [Recorded. Retrieved from
https://youtu.be/qC-U76O76X0
Finlay, R. (2012). The Distribution of Household Wealth in Australia: Evidence from the 2010
HILDA Survey. Canberra: Reserve Bank of Australia. Retrieved from
www.rba.gov.au/publications/bulletin/2012/mar/3.html
Gilbert R., & Hoepper B. (2017). Teaching Humanities and Social Sciences: History,
Geography, Economics and Citizenship in the Australian Curriculum. Australia:
Cengage Learning.
Hattie, J. (2012). Visible Learning for Teachers Maximizing Impact on Learning. Florence:
Taylor and Francis.
Hattie, J. (n.d.). Know Thy Impact: Visible Learning in Theory and Practice: Routledge.
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files/docs/FreeBooks+Opened+Up/Know_Thy_Impact_Visible_Learning_in_Theory_
and_Practice.pdf
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10 Syllabus. School Curriculum and Standards Authority. Retrieved from
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browser/humanities-and-social-sciences/humanities-overview/rationale
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teaching. Retrieved from http://k10outline.scsa.wa.edu.au/home/p-10-
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Page | 47

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ASSESSMENT 2: LEARNING PROGRAM MARK THOMAS | 18608112

MAY 19, 2017

EDUC5466-HUMANITIES AND SOCIAL SCIENCES CURRICULUM 1

Video on Inflation ......................................................................................................... 29

How I believe HASS should be approached

How I see myself developing as a HASS teacher

Encompassing these approaches to teaching, I will also be a reflective teacher to ensure

Figure 1 - Comet Bay ICSEA value

Source: (Australian Curriculum Assessment and Reporting Authority, 2016)

Figure 2 - CBC Educational Philosophy

Source: (Comet Bay College, n.d.)

Engagement with the Western Australian Curriculum and Assessment Outline

1. Indicators of economic performance (e.g. economic growth rates, unemployment

Source: (School Curriculum and Standards Authority, 2016a)

Explanation of topic and content

How the topic relates to adolescent development

Links to the General Capabilities and Assessment Outline - literacy and

Key to program codes:

FA: Video Take notes on the causes of

Teaching and Learning Program

Week 1 (Week 1 of Term 2 Program)

GC LT, ICT TR & SR -Handout worksheet for

Teaching and Learning Program

Teaching and Learning Program

Teaching and Learning Program

Teaching and Learning Program

There will be an in-class essay next week

3. Identify the 2-2

Teaching and Learning Program

Teaching and Learning Program

3-1 The distribution of 1. Identify the 3-1 TR - PowerPoint Lesson 9 & 10

Teaching and Learning Program

3-3 Debate the ways 3-3

3-4 SA review each

Evaluation of Student Learning:

Resources and PowerPoint references

How do we measure Economic Growth?

G_______ D__________ P____________

2. What happens when people earn more money?

They buy ______________________________________

3. What happens to the economy?

4. The government generally wants to see three things happen in the

Video - Economic Growth Video

Source: (explainity, 2014)

Teacher input on Economic Indicators

Source: (Finlay, 2012, p. 28)

Source: (CrashCourse, 2015b)

Homework - GDP table on Google sheets

Teacher input on Inflation Pt 1

Source: (CrashCourse, 2015a)

Teacher input on Inflation Pt 2

Teacher input Living Standards

Teacher input Measuring Living Standards

Student Resource OECD Better Life Index website

OECD web site http://www.oecdbetterlifeindex.org

Short Research assignment and presentation

Video - Inequality in Australia

Source: (Australia 21, 2014)

Teacher Input Government policy

Activity Types of government policy

REVISION OF ECONOMIC TERMS

SOURCE: (FINLAY, 2012, P. 28)

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G_ D P________