Table of Contents

Business Studies Stage 6 HSC – Online Comparative Lesson Plan .................................................... 2

Business Studies Stage 6 HSC –Lesson Plan 1 on HSC Examination Topic ........................................ 9
Business Studies Stage 6 HSC –Lesson Plan 2 on HSC Examination Topic ...................................... 23
The 1000-word Justification ............................................................................................................ 34
Appendix: A – The Scope & Sequence for HSC Course .................................................................... 37
Appendix: B – Concept Map for HSC Course Topic: Finance ........................................................... 38
Appendix: C – Assessment Schedule & Assessment Handbook ...................................................... 39
Assessment Handbook – Stage 6 HSC Business Studies .................................................................. 40
Appendix: D – Business Studies Stage 6 HSC – Unit Outline: Finance ............................................. 42
Appendix: E – Business Studies Stage 6 HSC – Relational Table of unit (Finance) to past HSC papers
between (2013-2016) ...................................................................................................................... 50
 Business Studies Stage 6 HSC – Online Comparative Lesson Plan

Pre- Lesson Plan

TOPIC AREA: STAGE OF LEARNER: SYLLABUS PAGES:

FINANCE: INFLUENCE OF HSC STAGE 6 23-24
GOVERNMENT

DATE: LOCATION BOOKED: LESSON NUMBER:

1/05/2018 CLASSROOM COMPUTER LAB 12/36

TIME: 60 MINUTES TOTAL NUMBER OF STUDENTS: 20 PRINTING/PREPARATION:

Internet Access
Computer Access
Printer

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Influence of financial Students will learn about the
management: roles of two government
H2 – evaluates management strategies Commence on online bodies; ASIC and ATO and their
in response to changes in internal and comparative influences over the financial
external influences assessment (AT3) by management of businesses.
investigating the - Influence of
H4 – analyses business functions and influence of government over
processes in large and global government over businesses and how
businesses businesses. This is they conduct their
done by analyses the financial
H7 – plans and conducts investigations roles of two management.
into contemporary business issues government bodies; - AT3 is provided to
ASIC and ATO. students to
H8 – organises and evaluates commence with
information for actual and OCS.
hypothetical business situations

Life Skills outcomes

n/a
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

CC Themes: they don’t apply here but they do have a lot of
topic overlap with Commerce and Economics.
GC: Basic understanding of stage 6 preliminary knowledge,
understanding, skills, values and attitudes relating to business is
required.
Collecting and organising information.
- Influences of financial management
- Government influence on businesses
- Role of ASIC and ATO in the business and corporate
world.
- Role of ASIC as financial regulator
- Role of ATO as revenue collection body for the
government.

Communicating ideas and problem solving

Planning and organising activities

Using technology.
 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
High-order Students are encouraged to engage in thinking that requires them to organise the online comparative studies
thinking task and to analyse online material by evaluating information and interpreting them in their own formulated
response.

Students’ self Students are required to show initiative in self regulation in completing the online comparative studies task. It is
regulation paramount that students show discipline in reading, viewing videos and answering the questions from the
website provided.

Narrative The influence of government over businesses and financial management of corporations is evident through the
online comparative studies task and the case studies presented. It is a project based task that requires students
to illustrate concepts to show that they understand the content.
 Time Teaching and learning actions
Intro (Intro and scaffolding lesson)
5mins Teacher to conduct roll check and scaffold the lesson
by listing the Stages 1-4 to complete for this lesson on
the whiteboard. This is to give students a visual
schedule of today’s lesson.
Stage 1 Introduce URL link for the OSC
10 mins (teacher talk & accessing web on internet)
Teacher to give a small talk about the AT3 and
provide the URL to get the website up and running for
all the students in the class.
Stage 2 Browse through webpage
15mins (student listening & students browsing website)
Organisation Centred
T/S
Teacher: Teacher commences roll call by
getting students sitting down and quiet.
Once roll is finished teacher is to introduce
the lesson for today.
Scaffold of lesson is listed on board as follows:
Stage 1: Introduce URL link for the OSC
Stage: 2 Browse through webpage
Stage 3: ASIC and its influence
T
Stage 4: ATO and its influence
Student: Students listening at their desks.
Resources: Whiteboard, whiteboard marker
and roll call list.
Teacher: Teacher to explain the AT3
requirements and get students starting by
making sure all students have successfully
accessed the website for the online
comparative study. The url is as follows:
https://mustapha08.wixsite.com/assignment2
Teacher to go around the class with students T
computers correctly on a web browser to
access the above webpage and confirm all
students have successfully accessed the
webpage
Student: Students listen to teacher and
attempt to login and access webpage for AT3.
Students to ask for assistance from teacher if
they are unable to go into website.
Resources: Whiteboard, whiteboard marker,
computers, internet access.
Teacher: Teacher is to explain the AT3 and
what is required by going through the
introduction tap on the webpage. This tap has
all the instructions to complete AT3. Teacher
is to get different students to read different

Teacher is to instruct students while they are in front
of their computers to go to tap 1 titled ‘Introduction’.
Stage 3 ASIC and its influence
10mins (teach talk and students to browse through web)
Teacher is to give an introduction to ASIC as the
government body that has influence over the
businesses in real life situations. This will be done by
getting students to go to the second tap on the
webpage and read the first paragraph only. The
remaining reading and questions are to be completed
as part of the AT3 on their own.
Stage 4 ATO and its influence
10 mins (teach talk and students to browse through web)
Teacher is to give an introduction to ATO as another
example of a government body that has influence
over the businesses in real life situations. This will be
done by getting students to go to the second tap on
the webpage and read the first paragraph only. The
remaining reading and questions are to be completed
as part of the AT3 on their own.
Questions Closing Questions Re: OCS task/AT3
& end
lesson
(teacher closing remarks & students questions
10 mins
answered)
Teacher to ask students if they understand what is
required of them to complete the AT3 and the COS.
What is important is teacher to convey that the
webpages are too printed out and answers to be
competed on the printed copy Teacher to ask if
sections of the Introduction tap in order to
have them engaged in the reading and
understanding of what is required to be
completed for the assessment. T
Teacher is to allow students to ask questions
along the way.
Student: Selected students to read sections of
the Introduction tap and to ask questions
along the way.
Resources: Whiteboard, whiteboard marker,
computers, internet access
Teacher: Teacher to instruct students at their
desks in front of PC to tap onto second tap
titled ‘Role of ASIC’. Teacher is to give a brief
talk about how government is influential over
businesses and how they conduct their
financial management processes. Then
teacher is to instruct one of the students to
read the first paragraph that sheds some light
on the role of ASIC which is just one example
of how governments have influence over
financial management and businesses. S
Student: Students to listen to teacher talk,
then browse the contents under the ‘Role of
ASIC’ tap.
One student is to read the paragraph to
engage class in the process.
Resources: Whiteboard, whiteboard marker,
computers, internet access
Teacher: Teacher to instruct students at their
desks in front of PC to tap onto the third tap
titled ‘Role of ATO’. Teacher to do the same
as in stage 3.
Student: Same as in stage 3
Resources: Whiteboard, whiteboard marker, S
computers, internet access
Teacher: Teacher to ask students if they
understand how the COS is to be completed
and compiled in the form of a Portfolio
Artefact for future reference. Case studies S
noted in the COS are good examples to utilise
in HSC exams as it touches on contemporary
business issues which is assessable in the HSC
exam.
 students have any questions in relation to the
assignment. And reassure them that future lessons
will be aligned to assist them with the completion of
the assignment. (positive re-enforcement)
End of lesson 12
Student: Students to ask questions in regards
to the lesson, AT3 or COS.
Resources: Whiteboard, whiteboard marker,
computers, internet access

Reflection
In completing this lesson plan I pre-positioned the students for success in completing the AT3 by making sure they had
access to the website and to the online comparative study. This was important to allow the students to fully understand
what is required for successful completion of the task. I also applied scaffolding in the lesson to help students with various
levels of abilities to follow the lesson and use the stages as a reference if they lost track of where they are at.

Looking back, one thing I should have applied is some group based activities sot that students who don’t have ICT skills to
self-regulate themselves, then having them in groups will allow them to leverage of their peers.

How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H2 – evaluates management
strategies in response to changes in
internal and external influences
- Completion of case study on Harvey Norman and the
answering the questions relating to the article.
- Completion of the case study on ATO and understanding how
business strategy for the provision of income tax. Completion
of the task is a method of measurement and recording.

H4 – analyses business functions - Case study about Harvey Norman is an example of analysing
and processes in large and global business functions and processes.
businesses

H7 – plans and conducts - Investigating the ATO income tax of business along with the
investigations into contemporary accounting practices and commenting on them is an example
business issues of this.

H8 – organises and evaluates - Information provided on the case studies of ASIC, ATO and
information for actual and Harvey Norman is an example of evaluating information.
hypothetical business situations Method of measurement is the completion of questions in the
OCS.
Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 Differentiate The lesson structured to assist students across the full range of abilities. This is done by
teaching to meet scaffolding the lesson into stages and clearly noting it on whiteboard for students to refer
the specific back to the list of tasks planned for the lesson. Furthermore, the lesson is structured to
learning needs of assist with understanding the question for assessment task 3 (AT3). Again this is done by
students across scaffolding the question in AT3 and using class based activities to introduce the assessment
the full range of question and how to go about answering it in a class / group setting. This teaching strategy
abilities will aid students that are at different academic abilities in completing the assessment.

2.1 Content and Students are introduced to sample business plans, threshold concepts mapping for business
teaching planning and teacher discussion on the importance of business planning. Those are
strategies of the introduced to the students in this lesson to allow students to acquire knowledge and
teaching area understanding of the concepts, substance and structure of content relating to business
planning.

3.1 Establish The lesson is prepared to allow students to be challenged by self-regulating themselves and
challenging therefore establishing a challenging learning goal in the process. Whilst the lesson is
learning goals scaffolding to a point where they are following stage by stage instructions, the reading,
browsing and digesting of information for AT3 is a form of establishing a challenging learning
goal.

WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
It is important during the lesson that students don’t move around the classroom computer lap as this might
cause a problem amongst students such as falling or tripping over bags etc.

Computers have to be safely configured with all plugs in proper as to avoid any electrical malfunction that might
adversely impact students.
 References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

Board of Studies New South Wales. (2006). Business Studies Stage 6 Syllabus. Sydney: Board of Studies NSW. Retrieved
from, http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl.pdf

Board of Studies New South Wales. (2006). Business Studies Stage 6 Syllbus. HSC Course Support Document . Sydney:
Board of Studies NSW. Retrieved from, http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-
studies-course-support.pdf

Khalil, M. (2017). Online Comparative Study – Influence of Government. Retrieved from,

https://mustapha08.wixsite.com/assignment2

Resources Attached:
N/A
Business Studies Stage 6 HSC –Lesson Plan 1 on HSC Examination
Topic
Post- Lesson Plan 1
TOPIC AREA: STAGE OF LEARNER: SYLLABUS PAGES:
FINANCE: TYPES OF DEBT HSC STAGE 6 23-24

DATE: LOCATION BOOKED: LESSON NUMBER:

18/05/2018 CLASSROOM 15/36

TIME: 60 MINUTES TOTAL NUMBER OF STUDENTS: 20 PRINTING/PREPARATION:

Internet Access
Computer Access
PowerPoint
Newspaper Article
Students Workbooks

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Processes of financial Students will learn about the
management various types of finance
H2 – evaluates management strategies 1. Students will watch strategies available to
in response to changes in internal and a video in regards to - Debt Financing businesses. They will also learn
external influences debt and equity - Equity Financing to identify the advantages and
financing: Students - Advantages and disadvantages to the
H4 – analyses business functions and must define identity disadvantages to businesses depending on the
processes in large and global and list the advantages business adopting type of debt strategy
businesses and disadvantages for debt vs equity employed.
both types of financing finance.
H7 – plans and conducts investigations in their workbooks.
into contemporary business issues
2. Students to read a
H8 – organises and evaluates newspaper article and
information for actual and they must brainstorm
hypothetical business situations in their workbooks
types of financing
Life Skills outcomes recommended.
n/a

Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

CC Themes: they don’t apply here but they do have a lot of - Processes of financial management
topic overlap with Commerce and Economics. - Types of financing : Debt Finance vs Equity Finance
- Align finance strategy with the business purpose.
GC: Basic understanding of stage 6 preliminary knowledge,
understanding, skills, values and attitudes relating to business is
required.

Collecting and organising information.

Communicating ideas and problem solving

Planning and organising activities / Using technology.

 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
High-order Students are encouraged to engage in high order thinking by watching a video and reading a newspaper article
thinking and analysing the content to answer questions relating to suitable strategies for financing. This task involves
evaluating and interpreting the contents of both materials and getting students to formulate a response by
applying high order thinking.

Students’ self Whilst the teacher has provided instructions to complete the task, there is a good level of students self
regulation regulation in watching, reading, listening and formulating own response in answering questions in this lesson.

Narrative The case studies and personal discussion about the newspaper article and video in the lesson illustrates
concepts where students acquire understanding through listening and reading using multimedia and newspaper
articles. This type of design project learning increases the students overall understanding of types of financing.
 Time Teaching and learning actions
Intro (Intro and scaffolding lesson)
5mins Teacher to conduct roll check and scaffold the
lesson by listing the Stages 1-4 for this lesson on
the whiteboard. This is to give students a visual
schedule of today’s lesson.
Stage 1 Introduce Debt vs Equity Finance
(teacher talk)
5 mins Teacher to give a small talk about the difference
between debt finance and equity finance
Stage 2 Watch video relating understanding difference
between Debt vs Equity Finance
(student watching video and take notes along
the way)
10mins Teacher is to set up computer and projector to
air video from YouTube that has information on
debt vs equity finance.
Stage 3 Identify advantages vs disadvantages from
video.
(teach talk and students to complete questions
set by teacher in workbooks)
Teacher is to present a set of questions to
15mins answer on the projector for students to
complete.
Organisation Centred
T/S
Teacher: Teacher commences roll call by getting
students sitting down and quiet.
Once roll is finished teacher is to introduce the
lesson for today.
Scaffold of lesson is listed on the whiteboard as
follows:
Stage 1: Introduce Debt vs Equity Finance
Stage: 2 Watch video relating understanding
difference between Debt vs Equity Finance
Stage 3: Identify advantages vs disadvantages from
video. T
Stage 4: Read, Discuss & Answer questions on
Article re: Debt Vs Equity Finance.
Student: Students listening at their desks.
Resources: Whiteboard, whiteboard marker and
roll call list.
Teacher: Teacher to explain the difference
between Debt vs Equity Finance.
Student: Students listen to teacher and ask
questions if required. T
Resources: n/a
Teacher: Teacher to play multimedia (YouTube)
video that defines, and analyses the advantages
and disadvantages of the type of finance available
for businesses. Website is:
https://www.youtube.com/watch?v=fH_gQmiVZgU
S
Student: Students to watch video and take notes
along the way in the student workbook.
Resources: Computer, internet access, project to
screen video to students, student workbook, pens.
Teacher: Teacher is to put a set of questions after
the video has finished. Students are to refer to
their notes from stage 2.
Teacher is to also go around the class to assist any
students with answering the questions. If required, S
after seeing the questions, teacher should consider
putting the video again to assist students in
completing questions.
Teacher to provide feedback on their completed
question using the sample answers provided.
 Student: Students to answer questions provided by
teacher. Students should ask teacher if they are
having difficulty answering any questions or if they
need the video played again.

Resources: Computer, internet access, projector to

screen video to students, student workbook, pens

Stage 4 Read & Discuss Article re: Debt Vs Finance Teacher: Teacher to select students to read a few
paragraphs in the article titled ‘Debt vs. Equity
Financing: What’s the best choice for your
15 mins (Reading of Article and answering of questions) business?’

Once the article has been read by various students

The teacher is to provide article providing
information on Debt vs Equity Finance from
Business News Daily. It is to be read in class and
students to answer questions provided by
teacher.
teacher is to place questions on the projector and
instruct students to complete the questions in their
workbooks.
S
Student: Students to listen and some of the
students selected are to read portions of the
article. Once finished the students are to complete
answering the questions in their workbooks.

Resources: Computer, internet access, projector to

screen article to students, student workbook, pens.

Questions Closing Questions Re: Article Teacher: Teacher is to put the sample answers on
& end the projector and ask students if they have any
lesson questions.

10 mins (teacher closing remarks & students questions S

answered)
Teacher is to provide sample answers to the
questions on the article after they have
completed the task. Teacher is to ask students if
they have any questions in regards to the sample
answers.
Student: Students to correct their own work and
ask teacher any questions for clarity on the answer
provided.
Resources: Computer, internet access, projector to
screen article to students, student workbook

End of lesson 15

Reflection
In completing this lesson plan I had to include real life examples for students to use in the HSC exams. Those consisted of a
video and an article from Business News Daily. I also scaffolded the lesson to pre-position students to successful follow
and complete the set tasks in the lesson. This method assists students with various abilities to follow the lesson stage by
stage and if they don’t know what is expected of them they can always refer to the list for reference.

Looking back, I should have applied some activities that included students to be in pairs. The reason for this is because
some students are not visual listeners and therefore pairing the students might alleviate by students leveraging of each
other.
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H2 – evaluates management - Reading of article and the strategies available to businesses to
strategies in response to changes in employ in their financing management strategies.
internal and external influences - Completing the set questions allows students to re-enforce
what they’ve learnt.

H4 – analyses business functions - Content in the article also allows students to analyse business
and processes in large and global functions and their processes.
businesses

H7 – plans and conducts - Answering of the question in both the video and the article
investigations into contemporary allows students to plan and conduct investigative debt
business issues strategies for businesses and their issues that they might
encounter.

H8 – organises and evaluates - The information provided in the article touched on real life
information for actual and business situations. Information was evaluated to find out the
hypothetical business situations best possible strategy to employ for businesses.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Evidence within this lesson

Standards
1.5 Differentiate At the commencement of the lesson, teacher scaffolds the lesson by listing the tasks in the
teaching to meet form of stages 1-4 and defines what is to occur in the lesson. This form of teaching strategy
the specific assists students that have different learning and academic abilities to follow the ‘flow’ of the
learning needs of lesson. It also aids those who don’t keep up to speed with the task to refer to the list of
students across stages so that they don’t lose site of the tasks ahead.
the full range of
abilities

2.6 Information Students are introduced to ICT in the lesson via the video. They get an insight into getting
and information on topic content via the internet and watching a video (YouTube) instead of the
Communication traditional textbook method.
Technology (ICT)

3.1 Establish The students are challenged in this lesson because they must use a variety of teaching
challenging strategies such as visual, audial and reading to complete the questions in the lesson. There is
learning goals also a level of self-regulation in trying to complete the questions in the lesson which adds to
the challenging learning goals.
WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Low level of WHS involved in this lesson. Students must have safety environment to be able to freely move and
sit to complete the task set in the lesson. Things to consider are electronics are safe to use and bags are not in
way of others so not to have students tripping over bags.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

Board of Studies New South Wales. (2006). Business Studies Stage 6 Syllabus. Sydney: Board of Studies NSW. Retrieved
from, http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl.pdf

Board of Studies New South Wales. (2006). Business Studies Stage 6 Syllabus. HSC Course Support Document. Sydney:
Board of Studies NSW. Retrieved from, http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-
studies-course-support.pdf

Debt vs. Equity Financing: What’s the Best Choice for Your Business? (2014). Retrieved from
http://www.businessnewsdaily.com/6363-debt-vs-equity-financing.html

Introduction to Debt and Equity Financing. (2013). Retrieved from https://www.youtube.com/watch?v=fH_gQmiVZgU

Resources Attached:

See resourced below for the above lesson.

 Questions from Video on Debt vs Equity Financing

Question 1: What are the two types of financing options for businesses?
Briefly define each.

Question 2: List two advantages for business to utilise Debt Financing?

Question 3: List two advantages for businesses to utilise Equity Financing?

Questions 4: List one disadvantage for businesses in utilising Debt Finance

and one disadvantage for businesses in utilising Equity Financing.

Article from Business News Daily

 Questions from Business News Daily on Debt vs
Equity Financing

Question 1: When investors put money into a business they

become____________________.

Question 2: Secured loans are one form of debt finance and are typically
________________ in monthly instalments.

Question 3: If you have a poor credit history debt financing might be

________________ to source.

Questions 4: According to King in the article, equity finance has the

advantage over debt finance
because_________________________________________________________
________________________________________________________________.
 Proposed answers for the class questions

Video questions
Q1 – Debt finance & Equity finance.

Debt finance is: long term borrowing provided by non-owners.

Equity finance is: obtaining funds from owners.

Q2 – interest is tax deductable & does not require to publicly disclosing

financials plans / business plan secrecy.

Q3 – Flexibility in sourcing funds eg. No collateral required & no interest

payments on funds (but must pay dividends to shareholders).

Q4 – debt finance disadvantage: fixed payments reducing business cashflow.

Equity finance disadvantage: no tax benefit.

Article questions
Q1 – partial owners

Q2 – repaid

Q3 – difficult

Q4 – Investing in your business is more profitable option for business

owners.
Business Studies Stage 6 HSC –Lesson Plan 2 on HSC Examination
Topic
Post- Lesson Plan 2
TOPIC AREA: STAGE OF LEARNER: SYLLABUS PAGES:
FINANCE: MONITORING AND HSC STAGE 6 23-24
CONTROLLING CASHFLOW

DATE: LOCATION BOOKED: LESSON NUMBER:

18/05/2018 CLASSROOM LAB WITH ACCESS TO 16/36
PC
TIME: 60 MINUTES TOTAL NUMBER OF STUDENTS: 20 PRINTING/PREPARATION:
Internet Access
Computer Access
Newspaper Article
Students Workbooks
Pens
Projector

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Processes of financial Students will learn about the
management importance for business to
H2 – evaluates management strategies 1. Students will watch monitor and control the
in response to changes in internal and a videos in regards to - Monitoring & business cash flow by
external influences monitoring and controlling cash understanding the three main
controlling cash flow: flow financial statements: cash flow
H4 – analyses business functions and Students must identify - Use of financial statement, income statement
processes in large and global the types of statements: cash and balance sheet.
businesses statements used to flow statement,
monitor and control income statement
H7 – plans and conducts investigations cash flow. & balance sheet
into contemporary business issues - Importance of
businesses to
H8 – organises and evaluates
effective monitor
information for actual and
and control cash
hypothetical business situations
flow.

Life Skills outcomes

n/a
Cross Curriculum themes & General capabilities Explicit subject specific concepts and skills

CC Themes: they don’t apply here but they do have a lot of - Processes of financial management
topic overlap with Commerce and Economics. - Financial statements
- Cash flow strategies
GC: Basic understanding of stage 6 preliminary knowledge,
understanding, skills, values and attitudes relating to business is
required.

Collecting and organising information.

Communicating ideas and problem solving

Planning and organising activities / Using technology.

 Quality Teaching Elements (lesson focus) Highlight the appropriate areas

Intellectual Quality 1.1 Deep knowledge 1.4 Higher-order thinking

This refers to pedagogy focused on producing deep understanding of important,
1.2 Deep understanding 1.5 Metalanguage
substantive concepts, skills and ideas. Such pedagogy treats knowledge as something
that requires active construction and requires students to engage in higher-order 1.3 Problematic 1.6 Substantive
thinking and to communicate substantively about what they are learning. knowledge communication

Quality Learning Environment 2.1 Explicit quality criteria 2.4 Social Support
This refers to pedagogy that creates classrooms where students and teachers work
2.2 Engagement 2.5 Students’ self regulation
productively in an environment clearly focused on learning. Such pedagogy sets high and
explicit expectations and develops positive relationships between teacher and students 2.3 High Expectations 2.6 Student direction
and among students.

Significance 3.1 Background 3.4 Inclusivity

This refers to pedagogy that helps make learning more meaningful and important to knowledge
3.5 Connectedness
students. Such pedagogy draws clear connections with students’ prior knowledge and
3.2 Cultural knowledge
identities, with contexts outside of the classroom, and with multiple ways of knowing all 3.6 Narrative
cultural perspective. 3.3 Knowledge
integration

How the quality teaching elements you have identified are achieved within the lesson.

Teaching Indicators of presence in the lesson

element
High-order Students are encouraged to apply high order thinking by answering questions after watching videos. The tasks
thinking require close attention to the content in the video as the questions are extracted from information contained in
the two videos. Some of the responses challenge students to formulate a response by applying high order
thinking such as question 2 in the work book.

Students’ self Whilst the teacher has provided instructions to complete the task, there is a good level of students self
regulation regulation in watching, reading, listening and formulating answering the question in the teacher provided
workbook.

Narrative Clifton’s Accountants are an good profile which was included in the lesson to illustrate concepts to enrich
students understanding of monitoring and controlling cash flow and its significance to businesses.
 Time Teaching and learning actions Organisation Centred

T/S
Intro (Intro and scaffolding lesson) Teacher: Teacher commences roll call by getting
students sitting down and quiet.

Once roll is finished teacher is to introduce the

5mins Teacher to conduct roll check and scaffold the lesson for today.
lesson by listing the Stages 1-4 for this lesson on
the whiteboard. This is to give students a visual
schedule of today’s lesson.
Scaffold of lesson is listed on the whiteboard as
follows:

Stage 1: Introduce three main Financial Statements

Stage: 2 Hand out work book

Stage 3: Watch video by Clifton Accountants

Stage 4: Watch video re: Cash flow analysis T

Student: Students listening at their desks.

Resources: Whiteboard, whiteboard marker and

roll call list.

Stage 1 Introduce three main Financial Statements
(teacher talk)
5 mins Teacher to give a talk about the difference
between the three types of financial statements.
Teacher: Teacher to explain the difference
between the Cash flow statement, Profit statement
and balance sheet. Teacher to also convey the
importance of these statements for businesses to T
monitor and control cash flow.

Student: Students listen to teacher and ask

questions if required.

Resources: n/a

Stage 2 Hand out work book Teacher: Teacher to go around the classroom and
hand out workbook that contains questions and
tasks to complete.
(Students to receive workbook to complete Teacher to instruct to complete the first two
tasks for lesson) questions in the workbook. Teacher to also go S
around the class and assist students who ask for
10mins help.
Teacher is to hand out workbook to students
and get them to answer first two questions in Student: Students to read the first two questions
the workbook. and attempt to answer them. Students to ask
teacher for any assistance.

Resources: Student workbook, pens

Stage 3 Watch video by Clifton Accountants Teacher: Teacher is to briefly talk about the
content of the video and introduce the
accountancy firm, Clifton Accountants and their
(Teacher to give background talk & student to talk on how business should focus on the
watch video No. 1) importance of cash flow.

Teacher to also instruct students to login to their pc

25
15mins and use the url to access the video to watch. URL is:

Teacher to give a brief talk on the background of https://www.youtube.com/watch?v=e-j67sX9ce4

the video and then to allow students to watch
video and answer question 3 in the student work Once video has been finished, teacher to instruct S
book. students to answer question 3 in the student work
book.

Student: Students to listen to teachers instruct in

logging into pc and accessing the video. Students to
watch video then answer question 3 in the student
workbook.

Resources: Computer, internet access, student

workbook, pens

Stage 4 Watch video re: Cash flow analysis
(Teacher to give background talk & student to
watch video No. 2)
15 mins
Teacher to give a brief talk on the background of
the video and then to allow students to watch
video and answer question 4 in the student work
book.
Teacher: Teacher is to briefly talk about the
content of the video and the importance of cash
flow analysis.
Teacher to also instruct students to access the
video to watch. URL is:
https://www.youtube.com/watch?v=ZrSwmVUeIDY
Once video has been finished, teacher to instruct
students to answer question 4 in the student work
book. S

Student: Students to listen to teachers instruct in

logging into pc and accessing the video. Students to
watch video then answer question 4 in the student
workbook.

Resources: Computer, internet access, student

workbook, pens

Questions Closing Questions Re: Article Teacher: Teacher is to put the sample answers on
& end the projector and ask students if they have any
lesson questions.

10 mins (teacher closing remarks & students questions Student: Students to correct their own work and S
answered) ask teacher any questions for clarity on the answer
Teacher to go through the answers with the provided.
students and take questions from students that Resources: Computer, internet access, projector to
need anything clarified. screen article to students, student workbook
End of lesson 16

Reflection
In completing this lesson plan on monitoring and controlling of cash flow I tried gave a lot of emphasis on ICT and learning
via watching video and interpreting information from the video to answer set tasks. As per previous lessons, I did not
diverge from the scaffolding of the lesson at the beginning of the class. This is something I will continue to do as I believe it
assists in complying with AISTL graduate standard 1.5.

Looking back, I should have applied some activities that included students to read a contemporary newspaper article on
the significance of the monitoring and controlling of cash flow to re-enforce the importance of this topic by real life
example.

26
How am I measuring the outcomes of this lesson?

Learning Outcome Method of measurement and recording

H2 – evaluates management
strategies in response to changes in
internal and external influences
- Watching of the videos along with the strategies alluded to in
the video which are available to businesses to employ in their
monitoring and controlling of cash flow.
- Completing the set questions allows students to re-enforce
what they’ve learnt.

H4 – analyses business functions - The content in the videos along with the questions makes the
and processes in large and global students think about the business functions and processes
businesses involved.

H7 – plans and conducts - The questions in the workbook gives students the opportunity
investigations into contemporary to conduct investigations into some contemporary business
business issues issues relating to the cashflow monitoring and control. Cliftons
accountants video touches on this more than the second video.

H8 – organises and evaluates
information for actual and
hypothetical business situations
- Whilst there is no actual business discussed in both videos, the
information applies to hypothetical businesses. Cliftons
Accountants video touches strategies that businesses should
adopt for their monitoring and controlling of cash flow – this
information can be extended to a hypothetical or real life
business.

Other considerations

Complete the table blow by inserting the AISTL graduate standards that you are demonstrating
and indicates the evidence from this lesson that should comply with the standard.

Graduate Standards Evidence within this lesson

1.5 Differentiate At the beginning of each lesson, the lesson is scaffolded into stages so that students
teaching to meet the can follow the lesson with easy without having to repeat instructions. This form of
specific learning needs teaching strategy assists students that have different learning and academic abilities.
of students across the
full range of abilities

2.6 Information and Students are introduced to ICT in the lesson via the two videos they are watching on
Communication their pc.
Technology (ICT)

3.1 Establish challenging Students are challenged by having to complete the workbook questions assigned to
learning goals them. The questions are based on being able to watch videos, extract information
and formulate a response in the workbook to the questions asked. This is a form of
challenge for students to fully complete the workbook in 60 minutes’ lesson.

27
WHS

What are the key risk issues that may appear for and need to be reduced/eliminated in this lesson?
Using your syllabus and support documents as well as other WHS policy- Outline the key WHS
considerations that are to be applied in this lesson?
Low level of WHS involved in this lesson. Students must have safety environment to be able to freely move and
sit to complete the task set in the lesson. Things to consider are electronics are safe to use and bags are not in
way of others so not to have students tripping over bags.

Ergonomical factors must be also considered when students are using PC in order not to injure themselves while
using the computers.

References (In APA)

You must list all references that you have used for the content and resources of this lesson in this
space.

Board of Studies New South Wales. (2006). Business Studies Stage 6 Syllabus. Sydney: Board of Studies NSW. Retrieved
from, http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-studies-st6-syl.pdf

Board of Studies New South Wales. (2006). Business Studies Stage 6 Syllabus. HSC Course Support Document. Sydney:
Board of Studies NSW. Retrieved from, http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/business-
studies-course-support.pdf

Clifton accountants – cash flow budgets & monitoring. (2010) Retrieved from https://www.youtube.com/watch?v=e-
j67sX9ce4

The Basics for Cash Flow Analysis (2014). Retrieved from https://www.youtube.com/watch?v=ZrSwmVUelDY

Resources Attached:

See resourced below for the above lesson.

28
STUDENT WORKBOOK FOR
MONITORING AND
CONTROLLING CASHFLOW
USING:

CASHFLOW STATEMENTS

INCOME STATEMENTS

BALANCE SHEET

29
1. What are the three key statements used by businesses for monitoring and control
purposes?
_____________________________________________________________________
_____________________________________________________________________

2. Working with your peers at the same table and using the below symbols and words
define cash flow by filling in the shaded cells:

Cash at end Cash at beginning Cash out Cash In

Cash flow =

+
-
=

3. At your workstations, login into your computer and watch the below video then
answer the below questions:

https://www.youtube.com/watch?v=e-j67sX9ce4
Clifton accountants – cash flow budgets & monitoring
(a) What is cash flow analysis?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(b) What was the reason for business failures according to Veda Advantages study in
2007?
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
(c) Provide one reason why business should monitor their cash flow according to
Clifton accountants.
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

30
4. At your workstations, login into your computer and watch the below video then
complete the below tasks by writing the correct term alongside the below 5
statements :

https://www.youtube.com/watch?v=ZrSwmVUelDY
The basics for cash flow analysis

Operating Activities Cash flow Statement

Profit and Low Statement Balance Sheet

Investment Activities Finance Activities

1. Type of cash flow activity derived from the purchase or

sale of equipment by a business?
2. Type of statement that captures the financial cash flow or
liquidity of a business?
3. Type of cash flow activity derived from the core trading of
businesses?
4. Type of statement that captures the assets and liabilities at
a certain point in time for businesses?
5. Type of cash flow activity derived from loan
payments?
6. Type of statement that captures the income and expenses
of a business?

31
Answers for Questions – Monitoring and Controlling Cash flow
6. What are the three key statements used by businesses for monitoring and control
purposes? Income Statement, Balance Sheet & Cash flow statement.

7. Working with your peers at the same table and using the below symbols and words
define cash flow by filling in the shaded cells:
Cash at end Cash at beginning Cash out Cash In
Cash flow =

Cash at beginning
+ Cash In
- Cash Out
= Cash at end

8. At your workstations, login into your computer and watch the below video then
answer the below questions:

https://www.youtube.com/watch?v=e-j67sX9ce4
Clifton accountants – cash flow budgets & monitoring
(d) What is cash flow analysis? Basically monitoring the cash flow coming in and
going out of the business.
(e) What was the reason for business failures according to Veda Advantages study in
2007? Not having the money to move forward (cash flow issues) & under
capitalisation.
(f) Provide one reason why business should monitor their cash flow according to
Clifton accountants. Better planning when short on cash or knowledge of cash
flow improves cash flow strategies or enable better monitoring of debits and
creditors.

9. At your workstations, login into your computer and watch the below video then
complete the below tasks by writing the correct term alongside the below 5
statements :

https://www.youtube.com/watch?v=ZrSwmVUelDY
The basics for cash flow analysis

Operating Activities Cash flow Statement

Profit and Low Statement Balance Sheet

Investment Activities Finance Activities

32
1. Type of cash flow activity derived from the purchase or Investment
sale of equipment by a business? Activities
2. Type of statement that captures the financial cash flow or Cash flow Statement
liquidity of a business?
3. Type of cash flow activity derived from the core trading of Operating Activities
businesses?
4. Type of statement that captures the assets and liabilities at Balance Sheet
a certain point in time for businesses?
5. Type of cash flow activity derived from loan payments? Finance Activities
6. Type of statement that captures the income and expenses Profit & Loss
of a business? Statement

33
 The 1000-word Justification

The online comparative study (OCS) was completed as the third assessment (AT3) under the
HSC Syllabus Stage 6 HSC Topic Area known as Finance – Influence of Government. The aim of the
OCS was to investigate the influence of government over businesses. This is done by analysing the
roles of two key government bodies; Australian Securities and Investment Commission (ASIC) and
the Australian Taxation Office (ATO). The assessment task was done as a website based assessment
with emphasis on using information technology such as computers, internet, search engines,
government websites, online videos, and online articles. At the conclusion of the AT3, students
would have completed and printed out their answers in the form of a portfolio with readings, case
studies and completed answers to act as a reference guide on the topic so that students have this
assessment and OCS available to them in preparation for the HSC examination. At the completion,
the students will also have gained valuable information about the roles of the two government
bodies; ASIC and ATO and their influences over the financial management of businesses.

A classroom ready pre lesson number 12 of 36 in the Unit Outline was completed to
introduce the comparative studies assessment. The pre lesson was designed to introduce the AT3
and the OCS along with the required syllabus outcomes under the HSC Stage 6. The pre lesson
focused on the topic: Finance, and the syllabus outcomes connected to the OCS included H2, H4, H7
and H8 respectively. Those syllabus outcomes included; the evaluation of management strategies in
response to changes in internal and external influences; to analyse business functions and processes
in large and global businesses; plan and conduct investigations into contemporary business issues
and; to organise and evaluate information for actual or hypothetical business situations. The pre
lesson also introduced analysis involving real world situations such as the real life role of ASIC, ATO
and how real life businesses like Harvey Norman were under the microscope by ASIC for their
method of financial management and accounting practices.

The OCS was designed to encourage higher order thinking, student self regulation, deep
understanding of content and narrative. Those Quality Teaching standards were applied by using a
variety of pedagogical approaches and strategies to teach the subject specific concepts such as the
influences of financial management, government influence on businesses, role of ASIC and ATO in
the business and corporate world, role of ASIC as a financial regulator and the role of ATO as
revenue collection body for the government. Some of the pedagogical approaches adopted to assist
in teaching those subject specific concepts included learning by using ICT, pre-reading of
government websites, watching videos into real life businesses and their issues with ASIC, and
reading newspaper articles relating to contemporary business issues. Some of the teacher
documentation such as the concept map are extremely helpful in aiding and introducing to students
the subject specific concepts for the Finance topic. Furthermore, the OCS not only focuses on the
HSC syllabus but also has subject specific case studies on ASIC and the ATO that have relevance
beyond school application. For example, the role of ASIC and ATO will aid students who are future
business owner operators on what is the legal requirements for businesses from ASIC and ATOs
perspective. Introducing the role and influence of government over businesses also installs in the
minds of the student a form of social involvement and responsibility beyond school. For example,
the legal implications ASIC and ATO enforce on businesses, teaches students firstly the influence and
expectation of the government from a legal, social and ethical point of view on future entrepreneurs
and the need to abide by those parameters beyond school.

34
 The resources utilised to complete the OCS was dependent on the use of information
technology and accommodated for auditory and visual learners by watching, listening and reading of
information from the websites provided to the students. Numerous pedagogical strategies and
approaches were utilised along the way in completing the OCS to assist students with various
abilities in ICT and literacy to successfully complete the task. The OCS is centred around a website
with various taps for students to work on to complete the tasks. The taps commence with an
introduction webpage that provides step-by-step scaffolded instructions on how to complete the set
tasks. This form of instructional scaffolding was used because it is a teaching method that has
proved to be effective in assisting students with low level literacy skills and for those students that
‘can’t do things on their own’, (Northern Illinios University, 2015). The use of ICT was important to
develop tasks that catered for auditory learners who preferred listening, and visual learners who
preferred watching to take in information. The website provides various teaching methods in one
place which was the OCS website. The importance of ICT in education and students beyond school is
succinctly put by Yelland (as cited in Bingimlas, 2009, p.236), that schools who do not use ICT ‘
cannot seriously claim to prepare their students for life in the twenty-first-century’.

Overall the above mentioned pedagogical approaches promoted in the pre lesson and the
online comparative studies were utilised to stimulate and engage a range of learners. Furthermore,
the OCS was done in such a way as to promote scaffolding of the assessment to pre-position
students for success in completing the AT3. The layout and format is user friendly and flows
comfortably from one tap to another for ease of reading and completing of set tasks.

35
 Reference

Bingimlas, K. A. (2009). Barriers to the Successful Integration of ICT in Teaching and

Learning Environments: A Review of the Literature. Eurasia Journal of Mathematics, Science
& Technology Education, 5(3), 235-245.

Northern Illinois University. (2015). Instructional Scaffolding to Improve Learning.

Retrieved from
http://www.niu.edu/facdev/_pdf/guide/strategies/instructional_scaffolding_to_improve_le
arning.pdf

36
 Appendix: A – The Scope & Sequence for HSC Course
Business Studies Stage 6 HSC – Scope and Sequence for JBL Ameli High School Year 12

Term Four 1 2
AT3 – Due in Week 2 &
AT4 - Yearly Examination
TOPIC for the preliminary course
P1, P2, P3, P4, P5, P6, P10
OUTCOMES
ASSESSMENT Preliminary AT3 & AT4
3 4 5 6 7 8 9 10
Operations: (25% of Indicative time) Contemporary business issues; business case studies; Operations - management,
influences, processes, strategies
HSC course H1, H2, H3, H4, H5, H6, H7, H8, H9 HSC - AT1
commences

TERM ONE 1 2 3 4 5 6 7 8 9 10
Marketing: (25% of Indicative time) Contemporary business issues; business case studies Marketing - role, Finance: (25% of
influences, processes, strategies Indicative time),
Revision of
TOPIC commences
Operations
OUTCOMES from T4. H1, H2, H3, H4, H5, H6, H7, H8, H9, H10

ASSESSMENT HSC - AT2

TERM TWO 1 2 3 4 5 6 7 8 9 10
Finance: (continued) Contemporary business issues; business case studies. Financial Management - role, Human resources: 25% Indicative
influences, processes, strategies time), commences
TOPIC
OUTCOMES H2, H3, H4, H5, H6, H7, H8, H9, H10 H2, H3, H4, H5, H6, H7, H8, H9

ASSESSMENT HSC - AT3

TERM THREE 1 2 3 4 5 6 7 8 9 10
Human resources: (continued) Human resources: (continued) Human resources management - Week allocated for
Contemporary business issues; business AT4 - HSC Trial role, influences, processes, strategies, effectiveness revision or catch up
case studies. Examination on previous
commences all unfinished topics
TOPIC week +
OUTCOMES H2, H3, H4, H5, H6, H7, H8, H9 Feedback on H2, H3, H4, H5, H6, H7, H8, H9
examination
ASSESSMENT

37
Appendix: B – Concept Map for HSC Course Topic: Finance

38
 Appendix: C – Assessment Schedule & Assessment Handbook
Assessment Schedule – Stage 6 HSC

Business Studies

Assessment Date Term 4, Term 1, WK9 Term 2; WK 7 Term 3; WK4

WK10
Assessment Assessment Assessment Assessment Weighting

Operations Marketing Finance All Topics

AT1: AT2: Marketing AT3: Online AT4: Yearly Exam

Examination on project on Comparative
Operations hypothetical Study
business
Outcomes H2, H4, H5, H9 H4, H6, H7, H8, H9 H2, H4, H7, H8 H1, H2, H3, H4, H5,
H6, H8, H9, H10
Components
Knowledge and 5 10 10 15 40
understanding of
course content

Stimulus-based skills 10 10 20

Inquiry & research 10 10 20

Communication of 5 5 5 5 20
business information,
ideas and issues in
appropriate forms
Total 20 25 25 30 100

39
 Assessment Handbook – Stage 6 HSC Business Studies

Assessment Task 3 – Online Comparative Study on the Influence of

Government

Weighting: 25%
Date of Issue: Term 2, Week 3, Period 3
Due Date: Term 2, Week 7, Period 4

Syllabus Outcomes for this assessment:

H2 – evaluates management strategies in response to changes in internal and external influences

H4 – analyses business functions and processes in large and global businesses
H7 – plans and conducts investigations into contemporary business issues
H8 – organises and evaluates information for actual and hypothetical business situations

Assessment Task Requirement:

You are required to access the below website for the online comparative studies and commence by
reading the ‘Introduction’ tap on the website that provides all instructions for the successful
completion of AT3.

Website address for OCS is: https://mustapha08.wixsite.com/assignment2

At the end of the AT3 you need to put all the printed resources along with the answers in the form
of a Portfolio to be used for future reference.

Assessment Criteria:

You will be assessed on how well you:

- Include relevant content in the answers from the video and article provided in the website.
- Demonstrate knowledge and understanding of influence of government on businesses
- Demonstrate knowledge and understanding of financial management of businesses and the
role of government in influencing businesses financial management.
- How well you structure your with reference to the online resources provided
- How well you have a well prepared Portfolio on the OCS

40
Marking guidelines:

Criteria Mark
- Demonstrates detailed knowledge and understanding of influence of
government over businesses and financial management 21-25

- Presents a sustained, logical and cohesive response to the questions

asked in the online comparative studies by including referring to the
relevant resources provided.

- Clearly communicates detailed information relevant to the

requirements.
- Demonstrate thorough knowledge and understanding of influence of
government over businesses and financial management
16-20
- Presents a logical and cohesive response to the questions asked in the
online comparative studies by including referring to the relevant
resources provided.

- Communicates information relevant to the requirements.

- Demonstrate knowledge and some understanding of influence of
government over businesses and financial management. 11-15

- Presents a response to the questions asked in the online comparative

studies by including referring to the relevant resources provided.

- Communicates some information relevant to the requirements.

- Demonstrate basic understanding of influence of government over
businesses and financial management. 6-10

- Presents a response to the questions asked in the online comparative

studies by including referring to the relevant resources provided.

- May provide information relevant to the requirements.

- Demonstrate limited understanding of influence of government over
businesses and financial management. 1-5

- May present a basic response in form of Portfolio and no relevant

answers relating to the influence of government over businesses

Teacher Comments:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

_________ /__/______
Teachers Signature & date

41
 Appendix: D – Business Studies Stage 6 HSC – Unit Outline:
Finance
UNIT OUTLINE
Subject: Business Studies Course: Finance
Unit title: Business Finance
Key Concepts/ Big Ideas
- Examine contemporary
business issues to: Explain
potential conflicts between
short-term and long-term
financial objectives; role of
government and global
market on financial
managements; limitation of
financial reporting & risk
involved in domestic and
global financial transactions.
- Investigate aspects of
business using hypothetical
situations and actual business
case studies to: calculate key
financial ratios, business
performance; business
strategies and ethical
reporting practices.
Unit context within Scope and
Sequence
This is the third core topic within the
year 12 HSC course which upon
completion will assist students to
achieve the Stage 6 outcomes.
Number of Weeks: 9
The importance of this learning
Students develop knowledge and understanding of how to
examine contemporary business issues. They will learn to
do this by understanding the role, influence and strategies
of financial management of businesses. This topic will equip
Students to interpret financial information in the planning
and management of a business.
Syllabus Outcomes
H2 – evaluates management strategies in response to
changes in the internal and external influences
H3 – discusses the social and ethical responsibilities of
management
H4 – analyses business functions and processes in large and
global businesses
H5 – explains management strategies and their impact on
businesses
H6 – evaluates the effectiveness of management in the
performance of businesses
H7 – plans and conducts investigations into contemporary
business issues.
H8 – organises and evaluates information for actual and
hypothetical business situations
H9 – communicates business information, issues and
concepts in appropriate formats
H10 – applies mathematical concepts appropriately in
business situations.
42
Literacy Focus Numeracy ICT Focus
Focus Differentiation
Can communicate Utilise graphs, Able to utilise 1. Scaffold lesson: to support
effectively using apply numerical technology to students to understand and
business terminology, business conduct keep track of the lesson
concepts and concepts, read comparative case process and content.
contemporary issues financial studies and
associated with statements and research into 2. Activities using ICT: to
interpreting financial can interpret contemporary carter for students who are
information in business ratio business issues. visual and auditory
planning and figures. Also focus on learners.
management of a presenting
business business
information in a
creative and
innovative way.

Based on 4 lessons per week with each lesson running for 60 minutes.

Week/ Syllabus Content Teaching and Learning Strategies Resources

Sequence including assessment for learning.
Week 1 Role of financial (a) Introduce the role of financial Workbooks,
management management and make a hierarchy Butchers paper,
(Weeks 1-2) of the titles and roles of individuals Pens,
that run a company Whiteboard ,
H4, H7, H9, H10 Newspaper
(b) Brainstorm in groups the
Strategic role of objectives of financial management.
financial management. Define each of the key concepts
relating to profitability, growth,
Objectives of financial efficiency, liquidity, solvency
management:
- profitability, growth, (c) Use a recent 2 x newspaper
efficiency, liquidity, articles of actual businesses in order
solvency to summarise in a brief report the
short term and long term financial
- short term and long management goals of each business.
term

Interdependence with
other key business
functions

Period 1 Period 2 Period 3 Period 4

(a) (b) (c) Short term (d) Continued

objectives of financial Long term
management. objectives of

43
 financial
management

Week 2 Interdependence with (a) Revise week 1 knowledge of Workbooks,

other key business the strategic roles of financial Butchers paper,
functions management. Pens,
Whiteboard ,
(b) Table and discuss in groups Newspaper
the importance of the key business
functions in real life business taken
from the local newspaper.

(c) Divide into groups and have

each group debate the importance
of short term vs long term financial
management strategies.

(d) Bring the threshold concepts

of financial management and key
business functions together by
constructing a mind map of the
interdependence with each other.
Period 1 Period 2 Period 3 Period 4

(a) (b) (c) (d)

Week 3 Influences on financial (a) Class discussion and reading Computer

management on the internal and external source Internet Access
(Week 3 ) of finance. Students to list the Pens
mixture of finance source in Workbook
H2, H4, H7, H8 workbooks categorising them
between internal finance sources
Internal and external and external finance sources.
sources of finance
(b) Class discussion and reading
Financial institutions about the various types of financial
institutions such as banks,
Influence of government investment banks finance companies
etc. Each student is to write down
Global Market the name of a real life institution for
Influences financial institutions.

(c) Online comparative case study

& scaffolding AT3. Comparing
influence of government. ASIC &
ATO: online task to be introduced to
class
Period 1 Period 2 Period 3 Period 4

(a) (b) (c) (c)continued

44
Week 4 Processes of financial (a) Group activity: get students Teachers
management into groups and have them research worksheet
(Weeks 4-6) the web and discuss the reasons
why financial planning is important Pens
Planning and to businesses. At least one real life
implementing business is to be used as an Students
example. workbook
Debt and equity
financing (b) Class discussion and reading: Internet access
get students to discuss and find out
Matching the terms of the advantages and disadvantage of Computer access
and sources of finance companies borrowing for working
to business purpose capital. Class findings to be entered
into student’s workbook.
Monitoring and
controlling cash flow (c) Workbook exercise: Students
statement, income to utilise workbook provided by
statement and balance teacher for this lesson. Students to
sheet learn about the types of finance and
match the appropriate business
purposes. Teachers’ worksheet to be
handed out along with materials to
complete the exercises.

(d) Workbook exercise: Students

to utilise workbook provided by
teacher for this lesson. Students to
watch videos to assist with learning
and completing task in the work
book handed out by teacher.

Period 1 Period 2 Period 3 Period 4

(a) (b) ( c) (d)

Week 5 Financial Ratios: Pens

- Liquidity (a) Group activity: Students with
- Gearing assistance of teacher are to tabulate Students
- Profitability the financial ratios in one column workbook
- Efficiency and translate them in a different
- Comparative column in groups. Financials of
ratio analysis (b) Using the student work books, hypothetical
teacher to hand out financial businesses.
statement of a hypothetical business
and use the data from the financials
to compute the financial ratios
introduced in (a).
(c) Using the students work
books, teacher is to hand out
financial statements of another
different hypothetical business and

45
 use the data from the financials to
compute the financial ratios
introduced in (a).
(d) Comparative analysis:
Students are to write a summary of
financial performance for each
company analysed in (b) & (c), then
write a brief recommendation to
addressed to the owners of each
hypothetical business.

Period 1 Period 2 Period 3 Period 4

(a) (b) (b ) (d )

Week 6 Limitation of financial Pens

reports (a) Group activity: Students are to
form groups and to research using Students
Ethical issues relating to the internet a recent issue with mis workbook
financial reports reporting by management. Findings
are to be brainstormed in form of a Access to internet
cmap.
Computers
(b) Group activity: Students are to
form in the same groups from (a) Butchers paper
and do research on the ethical
financial reporting and financial Newspaper article
accounting standards. Findings to
be brainstormed in form of a cmap.

(c) Class presentation: Students

in the same groups are formed in (a)
& (b) are to present their findings in
groups.

(d) Newspaper article/short

summary: Teacher to present a
newspaper article that touches on
ethical financial reporting practices
and students are to write a short
summary on the limitations and the
ethical implications raised in the
article and how they can mitigate it
from what they’ve learnt in (b) & (c).
Period 1 Period 2 Period 3 Period 4

(a) (e) (c ) (d )

Week 7 Financial management

strategies (a) Introduce cashflow statement Cashflow
(Weeks 7-9) of major real life business and statement

46
 analyse how management strategies
could explain what is happening Student
Cashflow management with the cash balances of the workbooks
- Cashflow business. Students to use their
statement workbooks to summary findings. Pens
- Distribution of
payments, (b) Group activity: using the Butchers paper
discounts for internet students are to find the
early payment, advantages and disadvantages of of Internet access
factoring at least three different types of
cashflow management strategies. Computer
Those are to be presented to class.
Newspaper article
(c) Class discuss & reading:
Teacher to introduce text book
reading and newspaper article about
the types of distribution of
payments and the advantages and
disadvantages for each payment.

(d) Class discuss and short essay:

Teacher to discuss the internal and
external influence that can impact a
successful and effective financial
management strategy. Students to
write in their workbook a short
essay on the types of strategies and
their effectiveness. At least three
strategies to be noted in essay.
Period 1 Period 2 Period 3 Period 4

(a) (b) (c ) (d)

HSC AT3
handed
out
Week 8 Working capital Newspaper article
management (a) Class discussion / reading:
- Control of articles relating to a real life business Butchers paper
assets are to be introducing in the reading
- Control of to explain how controlling current Pen
liabilities assets and current liabilities may
- Strategies such impact working capital. Students work
as leasing, sale book
and lease back (b) In pairs/class presentation:
Using a balance sheet to be handed Balance sheet
out for a business, determine the
company’s working capital and
summary any possible issues that
are prevalent. Pairs are to present
their findings to class as a
presentation.

47
 (c) Class discussion/readings:
Teacher to introduce various
working capital management
strategies such as: leasing, sale,
lease back, hire purchase. Terms are
to be included in students work
book and definitions of each
strategy to be included along side
the terms. Advantages and
disadvantages are also to be
included.

(d) Short report: Students are to

write short essay on the following:
Using the strategies from (c ) write a
small report to management
advising what would be advantages
for a hypothetical business to
address its working capital issues. At
least 3 strategies to be included.

Period 1 Period 2 Period 3 Period 4

(a) (b) (c ) (d )

Week 9 Profitability
management (a) Compare exercise: Teacher to
- Cost controls explain the difference between fixed
- Revenue and variable cost controls and
controls provide examples of business using
them as a profitability management
Global financial strategy. Students to summary in
management their workbooks.
- Exchange rates,
interest rates (b) Class discussion/ reading:
- Methods of Teacher to provide articles that
international explains the interconnections of the
payments exchange rates, interest rates and
- Hedging and methods of international payments.
Derivatives Teacher to summarise the
advantages of business using
derivatives to hedge their risk from
global and domestic price
fluctuations.

(c) Review and revision of the

unit.

(d) AT3 to be handed back and

feed back to be provided.

48
 Period 1 Period 2
(a) (b)
Assessment Details
Weighting: 25%
Date of Issue: Term 2, Week 3, P3
Due Date: Term 2, Week 7, P4
Complete online comparative study
into the role of government and their
influence over businesses and
financial management.
This assessment is AT3.
Evaluation of the Learning and
Teaching
What teacher has done in the unit
and what students have learnt.
- Teacher has introduced an
online comparative study
assessment
- Formative assessment in the
form of AT3
- Teacher introduced
Instructional Scaffolding in
lesson plans
- Teacher used the OCS to
carter for visual and auditory
learners
- Students have learnt about
contemporary business
issues, financial management
– role, influences, processes
and strategies employed by
businesses.
Period 3 Period 4
(c ) (d)
Outcomes
Outcomes to be assessed for the AT3 include the following:
H2 – evaluates management strategies in response to
changes in internal and external influences
H4 – analyses business functions and processes in large and
global businesses
H7 – plans and conducts investigations into contemporary
business issues
H8 – organises and evaluates information for actual and
hypothetical business situations
Indicators of Learning
Utilised the following form of learning in the lesson and
AT3
- Utilise internet to access information about
influence of government over businesses from:
(a) Articles
(b) ASIC & ATO government websites
- Completed an Online Comparative study
- Use of ICT, internet etc.
- Completed group based activities in class
- Brainstorming of key threshold concepts
- Concept mapping
- Class discussion and reading
- Short report writing
- Class presentations
- Group based in class activities
- Short summaries on newspaper articles
- Workbook exercises.
49
 Appendix: E – Business Studies Stage 6 HSC – Relational Table of
unit (Finance) to past HSC papers between (2013-2016)

HSC Year Topic: Finance Comparative Case Making the connections

Studies
2013 Section I: Q4, Q6, Q7, Q10, Q16 Multiple choice questions
Questions: 1-20 had 5 out of the 20
multiple choice questions related to the
questions topic on finance.

Section II: Q24 Global financial

Questions: 21- management was evident in
25 short question 24 in the short
answer answer questions.
questions

Section III: Q26 Short answer question 26

Question 26 was directly on the topic
short answer finance. Included financial
question ratio analysis and
interpretation.

Section IV: None of the questions

Questions 26- relate to the topic finance
27 long answer
2014 Section I: Q10, Q11, Q14, Q15, Q19 Multiple choice questions
Questions: 1-20 had 5 out of the 20
multiple choice questions related to the
questions topic on finance.

Section II: Q24 Government influence and

Questions: 21- cash flow management was
24 short the subject of questions 24
answer in the short answer
questions question.

Section III: Q25 Short answer question 25

Question 25 was directly on the topic
short answer finance. Subject of question
question was sources of finance and
global factors influencing
businesses.
Section IV: None of the questions
Questions 26- relate to the topic finance
27 long answer

50
2015 Section I: Q6, Q10, Q16, Q17 Multiple choice questions
Questions: 1-20 had 4 out of the 20
multiple choice questions related to the
questions topic on finance.

Section II: Q24 Interpreting and

Questions: 21- commenting on financial
25 short report was the subject of
answer Q24 in the short answer
questions question.

Section III: Q26 (sub question on There was a partial

Question 26 consumer law relates to reference to finance topic in
short answer govt influence). this question.
question

Section IV: Q28 This question directly

Questions 27- related to finance topic in
28 long answer particular the evaluating the
importance of financial
management strategies.

2016 Section I: Q4, Q6, Q10, Q11, Q12, Multiple choice questions
Questions: 1-20 Q19 had 6 out of the 20
multiple choice questions related to the
questions topic on finance.

Section II: Q21 Objective of financial

Questions: 21- management was the
25 short subject of this question,
answer which directly related to the
questions finance topic.

Section III: Q26 Financial management and

Question 26 limitation of financial report
short answer was the subject of this
question question. Direct link to the
topic finance.

Section IV: None of the questions

Questions 27- relate to the topic finance
28 long answer

51