Академический Документы
Профессиональный Документы
Культура Документы
Personal Finance is a core unit within the commerce syllabus which aims to enable students to
develop the knowledge, understanding and skills to research and develop solutions to financial
situations. By completing this unit students will achieve financial independence and develop the
ability to make informed and responsible decisions regarding the use and management of money.
Students will therefore be able to apply the knowledge and skills learnt to make effective decisions as
individuals and as part of the community.
The unit of work in this paper has been designed to meet the requirements of a selective private
school in Western Sydney. The school culture is focused on developing successful academic
achievers who will competently participate within the community. The year 9 students studying this
unit are of various backgrounds and abilities. The unit offers practical application, visual content as
well as written and verbal content for the varying learners within the classroom. Video presentations
have also been carefully selected with closed-caption subtitles to cater for the varying learning styles
which may be present within the classroom. The subtitles also offer students who may have hearing
impairments the ability to participate and understand the concepts being shown. The students within
this classroom are mid to high performing students, thus activities have a combination of lower to
higher order range thinking in accordance with the needs of all learners.
Cooperative group-based learning has been incorporated into the unit enabling students to take
ownership of their learning and develop effective social and emotional skills vital to participation
within the community. Li and Lam (2013) have indicated that students display an increased
motivation when provided opportunities to work with their peers. This strategy will enable them to
satisfy unit outcomes and develop important life skills. Explicit instructions have also been
implemented to provide students with a clear direction for active learning which assists them in
meeting the required learning outcomes (Patrick, Kaplan & Ryan, 2011). Additionally, the students in
the classroom are of mixed ability which emphasises the need for strengths-based practices.
Hence the Universal Design for Learning (UDL) was applied to differentiate teaching and learning
activities where students were provided multiple means of expression, representation and engagement
within the unit (Johnson-Harris & Mundschenk, 2014). Furthermore, Learning By Design is an
additional pedagogical approach embedded within the unit of work developed (Healy, 2008). Students
have been empowered to experience new concepts whilst building upon their prior knowledge. The
personal finance unit also allows students to creatively apply new concepts and skills to real world
situations as they conceptualise and analyse their learning throughout the course of their study (Healy,
2008).
The Australian Professional Standards for Teachers (APST) have been considered in the formation of
the personal finance unit in this paper to ensure that quality teaching and learning is conducted as per
the NSW Quality Teaching model. This unit enables students to develop a deep knowledge and
understanding of content and skills and engage in higher order thinking to meet unit outcomes. This is
a result of a quality learning environment with high expectations , explicit quality criteria and
significance which draws upon clear connections to contexts outside of the classroom.
UNIT OUTLINE
Subject: Personal Finance Course: Commerce Number of Weeks: 6
Unit title: Core 1.2 Personal
Finance
Key concepts/Big Ideas The importance of this learning
Earning an income Commerce is an engaging unit of work which provides students with the knowledge,
Spending and saving an income understanding and skills to make sound decisions on consumer, financial, business, legal and
Borrowing money employment issues. It enables students to develop an understanding of commercial and legal
Managing finances processes as they enhance their financial literacy empowering them to participate in the financial
Investing money system in an informed way.
Commerce caters for the needs of diverse learners and a range of learning styles. It presents a unit
of work significant to activities performed in daily life and allows students to develop the ability to
research information, evaluate options, engage in critical thinking, problem solving and decision-
making processes. Throughout the commerce course students will evaluate a range of consumer,
financial, business, legal and employment strategies where they will develop attitudes and values
promoting ethical behaviour.
Personal Finance is a core unit within the commerce syllabus which aims to enable students to
develop the knowledge, understanding and skills to research and develop solutions to financial
situations. By completing this unit students will achieve financial independence and develop the
ability to make informed and responsible decisions regarding the use and management of money.
Students will therefore be able to apply the knowledge and skills learnt to make effective decisions
as individuals and as part of the community.
5.5 evaluates options for solving commercial and legal problems and issues
5.6 monitors and modifies the implementation of plans designed to solve commercial and legal
problems and issues
5.7 researches and assesses commercial and legal information using a variety of sources
5.9 works independently and collaboratively to meet individual and collective goals within
specified timelines.
The Jones family consists of Dean and Mary who own a café.
Their children Doug, a university student, has a casual job at a
sports store, Brad works at the local supermarket, and Kevin
(15) still goes to school and cuts grass occasionally in their
neighbourhood on the weekends. Grandfather George (70) lives
nearby and receives pension/health care payments.
Jerry’s parents provide him with $100 per week to live on.
From this he needs to cover his expenses which include lunch
($20), mobile phone bill ($20), clothing ($20), iTunes ($5), and
tutoring ($20). He wants to buy the latest video game which
cost $90.
Assessment Task:
What is an income
How to earn an income
Define the different types of income
Spending and saving an income
Week 2 Borrowing money Discuss the reasons for and against borrowing money Guest Speaker
and create a table outlining and describing these
• Reasons for borrowing reasons. Online Websites
• Getting a loan:
- Types of loans, lending institutions, Evaluate the borrowing options for making a substantial
ability to repay, credit rating purchase Commerce Textbook
Scenario activity:
Budgeting scenario:
Elaine earns $150 per week working at calzone part time. She
also receives $50 weekly tutoring the neighbour’s daughter
Elise. She has to pay her mother $30 to help pay the bills.
Elaine also spends $10 per day on food and travel. She is saving
up to buy a new car. Draw up her weekly budget.
Creating a budget spreadsheet: students are required to
create a hypothetical spreadsheet of a budget for an
overseas holiday. Students need to consider the costs
involved for the trip (e.g. travel, food, accommodation
etc). as well as how they can budget for the holiday. In
doing so students need to think about their total income,
total expenses and how they can save enough money for
the trip.
Discuss consequences of poor budgeting and how
people can learn to manage their finances responsibly
Budget Busters activity:
https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev9-
12/SA_Lesson9.pdf
Week 5 The responsibilities of lenders and Discuss the responsibilities of lenders and advisers Online Websites
financial advisers and their legal when providing relevant information and advice for
obligations individuals and community groups Commerce Textbook
Create a mind map of the responsibilities of lenders and
The laws that regulate and monitor advisers including their legal obligations. Students are Kahoot
the financial services industry required to conduct some research to complete this task.
Discuss why consumers need to be aware of the
responsibilities and legal obligations of financial
advisers and lenders
Investigate the key changes in consumer laws that
protect individuals
Discuss the role of the Australian Securities and
Investments Commission (ASIC).
Access the ASIC website, evaluating their role and
review related financial scenarios
Explore The Financial Services Reform Act 2001 and
outline changes which have been made to the act
Examine the purpose of the National Consumer
Protection Act 2009
Research the laws that regulate and monitor the
financial service industry. Create a poster which
outlines their purpose and application to the financial
services industry.
Kahoot activity: https://play.kahoot.it/#/k/3c7fb2cb-
7cb5-49a2-bbc0-9e9e739c5dd3
David is an architect who earns a salary of 250,000 per year. Calculate his Monthly gross pay (to the
nearest dollar):
If David is required to pay 15% of his monthly pay in tax, calculate his Net income for the month (to
the nearest dollar):
Activity 2:
John works 35-hours during the week at a rate of $30 per hour. He also works 3 hours on Saturday at
time-and-a-half, and 1.5 hours on Sunday at double time. What is John’s Gross Income?
If John is required to pay $250 in miscellaneous deductions, what is his total Net income for the
week?
Activity 3:
Michael works in a clothing store and receives 20% commission on all sales he makes per day.
Calculate Michael’s weekly income if he made the following sales this week:
Monday - $650 , Tuesday - $800 , Wednesday - $900 , Thursday - $1000, Friday - $500
Kalyn is a rugby league player earns a salary of $650,000 per year. Calculate how much Kalyn earns
on a monthly and weekly basis.
Appendix 2: Find a word activities
Earning an income
X P G I P Y M I W T T K D R C
S D R E B Y T D I A S H W L O
E U M O E C B L D J R X V P M
R L P J F F I I A Q X P I Z M
A D M E D I V O U Y L O Q T I
F F J S R I T A D W O W Y I S
L O F U D A E G A W M R L F S
E T E E D L N I N C O M E S I
W W N S J K K N F X T B Q A O
X D R I I R A U U N W L V L N
E M I T R E V O E A D Q C A I
L R O R P X O M B S T X Q R T
A C E H P N Y W O I U I A Y G
V N X Y U A T V L U H R O O R
T I U Z P N Q M F G P M Q N X
COMMISSION
DIVIDEND
FEE
INCOME
OVERTIME
PAYMENT
PROFIT
RENT
ROYALTY
SALARY
SUPERANNUATION
WAGE
WELFARE
Spending & Saving an Income
M P T T U M S D P K H T B A N
Y A R N W H W R P F I E U W O
Y R S E S N E P X E S K D Q T
S F E M S N B E Y L R U G F P
E B K N T P R U U X G T E I K
H Y D I E O O P Y S W R T X X
T Y Y A K L M N P I U N I E V
O H I T X I B E S T N L N D O
L L B R S T N A I I I G G P Y
C Q A E N D N D I G B D O O F
X E K T I A N W R R I L A U J
I Y T N K E L P A F A Y E F J
U Q G E P A M P C S A V I N G
T B F X E L E C T R I C I T Y
Z N E D Y W S J Y B B Y R S O
BUDGETING
BUYING
CAR
CLOTHES
ELECTRICITY
ENTERTAINMENT
EXPENDITURE
EXPENSES
FIXED
FOOD
IMPULSE
PLAN
RENT
RESPONSIBLE
SAVING
SPENDING
VARIABLE
Borrowing Money
G U U N O I T R R Y R B F X S
U Z N C O T S E R E T N I E W
A Y Y S M I G R P K E O I R O
R V T U E U T O L G I C N A L
A E Y I Q C S C A E N I A T F
N C T E R S U G A E Y E O I H
T N Z X E U T R G F G A L N S
O E J S M R C R E E S I P G A
R I S O O J E E C D K I M E C
L N N M B M E T S R A I T P R
W E V S E C U R E D E V P A O
Y V B O R R O W I N G D Y K S
L N Q S T S O C B Z D P I F P
I O E O V E G O F U F M G T P
I C V J E L K E F X K I X W S
Australian Securities and Investments Commission. (2017). Case study budgeting. Retrieved
from https://www.moneysmart.gov.au/managing-your-money/budgeting/how-to-do-a-
budget/case-study-budgeting
Chapman,S & Freak, M. (2013). Sample work program: new programs in commerce.
Retrieved from http://www.jaconline.com.au/commerce/home/downloads/ncc-work-
prog.doc
Chapman,S & Freak, M. (2013). Personal Finance. In John Wiley & Sons (3rd Edition.). New
Concepts in Commerce (pp.40-73). Queensland, Australia
Door Monster (2017, April 24). Spending and saving. [Video file]. Retrieved from
https://www.youtube.com/watch?v=PGf17WXs62U
Efficient, Robust Capital Markets [Image] (n.d.). Retrieved September 12, 2018, from
https://www.accountingfoundation.org/jsp/Foundation/Page/FAFSectionPage&cid=135
1027541272
Emg162. (2017). Personal Finance: A public quiz for schools. Retrieved from
https://play.kahoot.it/#/k/3c7fb2cb-7cb5-49a2-bbc0-9e9e739c5dd3
Federal Student Aid. (2014, May 28). Budgeting. [Video file]. Retrieved from
https://www.youtube.com/watch?v=6Ib-bdko5cE
Geldien, A. (2014, February 19). Gross to net income. [Video file]. Retrieved from
https://www.youtube.com/watch?v=cvSM7yQ7r4w
Gusto (2017, October 18). Gross Pay vs. Net Pay: What's the Difference? [Video file].
Retrieved from https://www.youtube.com/watch?v=2eHbkUQVisU
Keane, A. (2017). How banks’ tougher new lending rules are squeezing borrowers. Retrieved
from https://www.dailytelegraph.com.au/moneysaverhq/how-banks-tougher-new-
lending-rules-are-squeezing-borrowers/news-
story/de7802368622b7dd2b1c4c742d6ac2dd
Li, M. P., & Lam, B. H. (2013). Cooperative learning. The Active Classroom, The Hong
Kong Institute of Education, 1-33. Retrieved from
https://www.eduhk.hk/aclass/Theories/cooperativelearningcoursewriting_LBH%2024J
une.pdf
NSW Department of Education. (2005). Years 7-10 Commerce, Core 1.2 Personal Finance.
Retrieved from https://www.hsiensw.com/uploads/4/7/7/1/47718841/comcore1_2.doc
NSW Education Standards Authority (2003). Commerce Years 7-10 Syllabus. Retrieved from
http://educationstandards.nsw.edu.au/wps/wcm/connect/7b38e426-002d-4577-a642-
3e572a519c39/commerce_710_syllabus.pdf?MOD=AJPERES&CVID=
Patrick, H., Kaplan, A., & Ryan, A. M. (2011). Positive classroom motivational
environments: Convergence between mastery goal structure and classroom social
climate. Journal of Educational Psychology, 103(2), 367. doi: 10.1037/a0023311
Practical Money Skills. (2018). Budget Busters:Who’s Breaking the Bank? Retrieved from
https://www.practicalmoneyskills.com/assets/pdfs/lessons/lev9-12/SA_Lesson9.pdf
Royal Bank America (2013, April 23). Smart spending means smart saving. [Vide file].
Retrieved from https://www.youtube.com/watch?v=txRCJFhauAQ