FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

Term 2 Eight Economics & Business – Australia and the Global
Week 2 Economy
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

Notes about device access in the classroom: All students in this class room have access to their own iPad device. There will also be spares in case students iPad does not work
or is not sufficiently charged. Also all classrooms have access to a projector which can easily project the ipad display onto the whiteboard for students to see.

ICT Tools:
Utilising ICT tools within the classroom allows for another element of integration and learning. The tools I have selected throughout the three Year 8 Economic Lessons, have
been selected to ensure they integrated seamlessly into the lesson adding to the student’s overall experience of learning, and assisting them in achieving the lesson
objectives outlined. The core ICT tool in this sequence of lessons is Smore, it is used throughout the lessons as way of formatively assessing students work. It is a simple yet
effective tool for students to bring their work together from multiple sources into one neat and clear poster they can utilise for their study. Padlet is another tool used
throughout the lessons, this blog like tool allows students to share ideas anonymously through an online discussion forum. Padlet gives everyone in the classroom a voice
and is an efficient way for students to share and document ideas. This tool also presents teachers the ability to monitor students understanding both during and after the
class. Poll Everywhere was another tool implemented within the lessons, this simple tool allowed interactive participation from students in the lesson, with students answering
polls and getting real time feedback. It allows students to consider their answers and if implemented alike in lesson two, students can see how much they have learnt within a
lesson making it a great motivational learning tool. PicCollage was utilised in lesson 3 in way that allowed students to collate information visually, allowing them to discover
outcomes on their own rather than being told. Canva was used as a way for students to present their research in a clear and concise manner, allowing students to easily
share and present their creations to both students and the teacher. Lastly, QR Codes were used in two lessons a fun and engaging way for students to group student and
discover research on their own.

Established Learning Theory:

To be an effective teacher, one must consider all four aspects of content, pedagogy, assessment and ICT integration and appreciate that student learning is ‘both a process
and a product’ (Nagel & Scholes, 2016, p. 13). There are many established learning theories used within the classroom, however the theory of social constructivism is the
theory I believe encapsulates what is required of the teacher and allows for the best culture of learning. The lessons I have created demonstrate what is truly meant by this
social constructivism, with the classroom predominantly student centred, with the teacher facilitating students learning. Students learning under this theory soon realise they
spend a higher percentage of time participating in their own learning rather than having to listen to the teacher deliver the learning.

I have utilised this theory in an effort to maximise students learning, so that students construct personally meaningful understandings in a social context that they can easily
relate to information they already know. Each lesson addresses the five attributes of that of the social constructivist theory, active, constructive, authentic, cooperative and
intentional. The first attribute is active, where students through the manipulation of information create T charts, vote in surveys and visually represent information. Secondly is
the constructive attribute, this is evident when student integrate prior knowledge to build new mental models, this aspect is demonstrated in lesson 2/3, when students are to
take pictures of household goods to then explore in the lesson. Next is the authentic attribute, all lesson bring in the current, real world context, with students constantly
interacting with what is occurring in the world through their research and learnings. This is deliberately done to ensure students can link their learnings to the current world,
making the learning significantly more effective and transferable. Cooperative, is the next attribute of social constructivism. This attribute is heavily leaned into through the
lessons, with students constantly interacting within the class room be that in class discussion, partner work or group work. Finally is the intentional attribute, through the smore
poster construction, students become accountable for their own work, in doing so teachers are facilitating students in setting their own goals allowing for impactful learning.
.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)

Week 2 The role of the LO 1 Match market
key scenarios to the correct
economic systems.
Lesson 1 participants in
the Australian
LO 2 Research 1 economic
economy, system to gather
such as information of the definition,
consumer, characteristics, pros/cons,
producers, interesting facts and an
workers and example of a country with
the this system.
government
LO 3 Create a poster via
(ACHEK038)
Smore demonstrating
simple creation techniques
such as adding text and
images, to showcase their
economic system.
LO 4 Communicate their
learning of all 5 economic
systems through the
addition of different
economic systems to their
poster.
Formative: Introduction: How does the economy work? Throughout:
- Students to use their devices to go onto the Poll Everywhere provided and Chapter
11
1. Teacher to vote on the survey questions: vote on which ‘cow economic system scenario’ Pages
view all matches the type of economic system. 360 – 363
student’s - Teacher guide: Inform students they will take the quiz again at the end of (Conti, et al., 2016)
posters to see if the lesson to see how their knowledge base has grown.
Intro:
they have Body: Characteristics 5 Economic Systems Quiz: Students to see
delivered on the Teacher guide: Provide students overview- By the end of the week students their knowledge base at
objectives. The will have created an online poster to document their work on Australia’s the beginning of the
google sheet is participation the Global economy. Will form a foundational knowledge lesson:
a live doc that resource to support them moving forward in the term & assist them in revision https://www.polleverywh
ere.com/my/polls
students can for assignments and assessments.
post links in for -Teacher to guide teacher to Smore and create the base of their poster.
Body:
the teacher to Activity 1: Jigsaw Activity QR codes utilised as a fun
access their - Students are given a QR Code to scan with their iPads to show which way to get students into
work. economic system they are researching. Students to form groups with groups and on topic.
https://www.qr-code-
students with the same colour/economic system.
generator.com
2. Poll - Students are conduct a research investigation on their economic system
Everywhere quiz addressing the following: definition, characteristics, pros/cons, interesting
to check facts and an example of a country with this system. Creating a summary on Smore: Online poster
students their Smore poster, including relevant pictures etc. creator, student to make
understanding - Once students are experts on their economic systems, they are to form their economic system
poster via this link:
of the 5 groups with one expert from each of the other markets and present their
https://www.smore.com/
economic summary back for other students to copy and add to their poster. bcp37/edit
systems. Teacher Focus: By the end of the activity students should have a summary of
the 5 different economic systems in the world. Conclusion
- Teacher Guide: discuss each market with students, letting them drive the Quiz: Students to see
discussion from their research, adding key points on the board highlighting their knowledge growth
at the end of the lesson
Australia as a market capitalist economy. compared to the start:
- Students to complete: ‘Check your learning 11.2’ Q’s 5 – 7 Page 367. (same quiz as intro)
Conclusion: https://www.polleverywh
- Students to use their devices to go onto the Poll Everywhere link provided ere.com/my/polls
and vote on the survey questions alike in the intro.
Google sheet: Allows
Teacher focus: Discuss results, focusing on Australia as a market capitalist teacher to gain access to
country. Inform students they will explore this tomorrow and continue on their all student’s posters.
poster. https://docs.google.com/
- Students to publish their smore, input the link against their name and on the spreadsheets/create?usp
tracker sheet (google sheets) students cannot leave until teacher can see =drive_web&ouid=10159
6427193576367175&fold
they have posted the link. er=0ANaoPYoUkyTwUk9P
Homework: ‘Check your learning 11.2’ Q1-4 Pg367. VA&authuser=0
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)

Week 2 Australia's LO 1: Discuss the impacts Formative: Introduction: Globalisation & Australia. Throughout:
of globalisation through the Activity 1: Revision: Students to go onto Poll Everywhere link and provide an Chapter
interdepende 11
Lesson 2 discussion board on Padlet. 1. Teacher to answer to ‘which economic system does Australia operate in?’ 4 multiple
nce with Demonstrating the ability to Page
other view all choice options will be provided. Teacher to discuss answer. 363
contribute via online
student’s Activity 2: Students to guess where products are made: Teacher to list Giving context to pages
economies, forums. 374 - 380
posters to see if products, students to walk to front of room if they believe is was made in
such as Australia, back of room if made overseas, middle of room if a mix of both.
(Conti, et al., 2016)
LO 2: Demonstrate the they have
trade and ability to embed codes into Teacher guide: Visual representation to students of how we are impacted by
delivered on the Intro:
tourism, other sites, uploading objectives. globalisation. Quiz: To asses’ students
tradelinks information from other Body: Activity 3: Watch Globalisation: Students are to scan the QR code understanding of the
with partners sources into one online previous lesson.
2. Poll projected onto the screen to take them to padlet and respond to the following
document. https://www.polleverywh
in the Asia Everywhere quiz questions after watching: Why does Australia have products made overseas ere.com/my/polls
region and to check and not just purely in Australia? & Is globalisation a good or bad for our
LO 3. Identify the pros &
the good and cons of one way Australia students economy? - Teacher guide: Using a globe stress ball, throw ball around the Body:
room to popcorn style discussion in padlet to bring it to life in the room. YouTube clip on
services is linked to the global understanding
Globalisation:
traded economy, presenting via an of yesterday’s - Students are to embed the padlet blog into their poster. Teacher guide:
https://www.youtube.co
online platform within a T lesson. Inform students how to do this; top right-hand corner, click on the three dots
(ACHEK038) m/watch?v=xPD477Fu
chart. Ensuring the in a row, scroll down to embed and copy http address into the ‘embed’ button qtY
utilisation of colour, text etc 3. Teacher can on the Smore poster, ensure students publish to save their poster.
to differentiate. assess Teacher Notes: Students now have an understanding of globalisation & they QR codes utilised as a fun
way to get students into
understanding are moving towards considering the wider impacts on the economy; 5 key groups and on topic.
of the pros and ways Australia is linked to the global economy: Trade with other nations, https://www.qr-code-
cons of the foreign direct investment, international market for labour, technology, generator.com
ways Australia immigration.
is linked to the Activity 4: Teacher has 5 QR codes set up around the class, students in pairs padlet: Students to have
are to use their ipads to follow the QR codes to reveal the ways Australia is dicussions via this online
global economy
forum.
via the Tchart linked to the global economy, the QR codes will take them to a site explaining https://padlet.com/alixa
created and the relationship. They are to pick one method and create a pros and cons T ndra_hickey/sotwtu5ofq
posted to chart in canva, using both the textbook, site provided and further research. - dl
students Smore. Students are to add this to their Smore Poster: save the image in canva and
upload to their poster on smore, republishing to save. Smore: Online poster
creator, student to make
Conclusion: Students to come forwards and present their T chart.
their economic system
Teacher guide: make sure one group from each 5 key ways presents & allow poster via this link:
students to project their T chart onto the screen for class to see. https://www.smore.com/
Transition: Tomorrow we will deep dive into Australia’s largest trading bcp37/edit
partner, focusing more heavily on trade with other nations. Homework:
- Take a picture of 5 household grocery items and their labels on the back, try Canva: Students can
create colourful T Charts
to find an item with the symbol & a picture of their kitchen. and save to export.
- Write a couple of sentences on the meaning of this symbol & why its https://www.canva.com/
important.
WEEK/ West Australian SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES = ICT
LESSON Curriculum OBJECTIVE (what & how) EXPERIENCES and other
LINKS (Introduction, Body and Conclusion)
Week 2 Australia's LO 1. Create a visual Formative: Intro: Rise of China as Australia’s largest trading partner. Throughout:
display of the impacts of Activity 1: Students to use their 5 pictures from homework make a Chapter 11
interdepende Pages
Lesson 3 globalisation via a collage 1. Teacher to PicCollage articulating on the collage the country they are made.
nce with of pictures of household - Teacher guide: discuss with students how many actually had items from 370 – 373
other view all (Conti, et al., 2016)
items, ensuring text and overseas? How many had items made within Australia? Was it hard to find an
student’s
economies, images are both including item with the logo? Intro:
in the collage to support posters to see if - Students to upload their collage & their symbol explanation.
such as they have
PicCollage: Students to
argument Teacher guide: Students will notice a large majority of items are not made in create a collage on their
trade and delivered on the Australia. So where do we get these from? ipads with pictures taken
tourism, LO 2. Articulate at least two objectives. Body: Activity 2: In groups, students are given images of the top 10 exporting from hom.
tradelinks reasons Australia countries in the word and are to attempt to order them from highest to lowest. https://pic-collage.com/
with partners participants in the global 2. Teacher can (Order: China, EU, US, Germany, Japan, South Korea, France, HK,
in the Asia economy through the assess students Netherlands, Italy). Teacher guide: Define exporting for students. Once
discussion board on Padlet activity is complete question students; Did anyone get all 10 correct, 8? Etc. Body:
region and understanding
Any surprises, why if so, why if not?
the good and of the reasons Teacher linking question: Australia didn’t even make it to the top 30, so what News Video: Australia’s
LO 3. Research either;
services Australia is Australia importing & exporting and how do we participate? imports and exports.
1 - Australia’s major
participates in Activity 3: Watch: ABC - Importer of exports. http://education.abc.net.a
traded Exports and Imports OR u/home#!/media/1476890
the global - Think, Pair, Share:
(ACHEK038) 2. Australia’s largest /the-import-of-exports-
economy What is the difference between importing and exporting goods? & What do
trading partner displaying you think are Australia's top three imports/exports?
through Padlet
required information for - Students to go padlet either through the QR code projected on board or
discussion QR codes utilised as a fun
both in a concise manner to through their Smore poster. They are to write an extended response to: How way to get students into
board.
be easily communicated to does importing and exporting connect Australia to other countries and the groups and on topic.
others visually. global economy? Ensuring students include their name https://www.qr-code-
3. Teacher can - Use globe stress ball to popcorn style around the class to discuss padlet generator.com
assess LO 3 comments.
through the Activity 3: In groups of 4, students are to investigate either 1 - Australia’s padlet: Students to have
publishing of major Exports and Imports or 2. Australia’s largest trading partners. Student discussions via this online
students smores are to work in pairs to prepare a summary to present back to the other pair. forum.
Students can display information however they like however it must be able https://padlet.com/alixan
page, however
to be easily shared to be displayed on their smores & published. dra_hickey/sotwtu5ofqdl
also observable
through group Option 1: Option 2:
Smore: Online poster
discussions. Use pages 376 & 377 Use pages 370 – 373 creator, student to make
Must outline Australia’s top Must include shaded map indicating their economic system
3 exports and imports. Countries name, % of Australia trade poster via this link:
4. Teacher can Include pictures and brief Teacher to provide map worksheets https://www.smore.com/
gauge overall Summary & pencils if students wish to utilise. bcp37/edit
student learning Conclusion: Conclusion:
through the - Students to go onto polls everywhere are submitted three things they learnt Polls Everywhere: To
word cloud from today’s lesson. Teacher to utilise word cloud function. asses’ students
students will Homework Students to clean up their Poster, adding titles, pictures, audio, understanding of current
generate in the videos etc. In tomorrow’s class we will be getting into groups and showcasing lesson – using word cloud
conclusion. your Smore posters on the Australian Economy. They may want to add the format.
word cloud from the conclusion of today’s lesson. https://www.polleverywh
ere.com/my/polls
Bibliography:

ABC. (2005). The Import of Exports! Retrieved from ABC Education: http://education.abc.net.au/home#!/media/1476890/the-import-of-exports-
Conti, L., Easton, M., Carrudos, G., Wilson, J., Smith, R., & Wilson, A. (2016). Oxford big Ideas, Humanities and Social Sciences 9 Western Australian
Curriculum . Victoria: Oxford Universtiy Press.
corporation, r. (2015, March 6). what is globalization. Retrieved from YouTube: https://www.youtube.com/watch?v=xPD477FuqtY
School Curriculum and Standards Authority. (2018). Humanities and Social Sciences. Retrieved from School Curriculum and Standards Authority:
https://k10outline.scsa.wa.edu.au/home/teaching/curriculum-browser/humanities-and-social-sciences