St Marys Coptic Orthodox College

Year 9 Humanities Economics and Business Curriculum

Frequency: 3 periods per fortnight all single
periods

Number of Students: 25 per class 50 in total (9B &9C)

Semester 2 - 2015

Year 9 Level Description

In Year 9 students are expected to be taught the content through contemporary issues, events and/or case studies. Teachers will design programs that cover different contexts
(personal, local, national, regional, global), and meet the needs and requirements of their students.
The Year 9 curriculum gives students the opportunity to further develop their understanding of economics and business concepts by exploring the interactions within the global
economy. Students are introduced to the concept of an economy and explore what it means for Australia to be part of the Asia region and the global economy. They consider
the interdependence of participants in the global economy, including the implications of decisions made by individuals, businesses and governments. The responsibilities of
participants operating in a global workplace are also considered.
The economics and business content at this year level involves two strands: Economics and Business Knowledge and Understanding, and Economics and Business Skills.
These strands are interrelated and should be taught in an integrated way; they may be integrated across learning areas and in ways that are appropriate to specific local
contexts. The order and detail in which they are taught are programming decisions.
Key questions
A framework for developing students economics and business knowledge, understanding and skills at this year level is provided by the following key questions:
How do participants in the global economy interact?
What strategies can be used to manage financial risks and rewards?
How does creating a competitive advantage benefit business?
What are the responsibilities of participants in the workplace and why are these important?

Year 9 Content Descriptions

Economics and Business Knowledge and Understanding

Economics and Business Skills

Australia as an economy and its place within the broader Asia and global

Develop questions and hypotheses about an economic or business issue or event,

economy (ACHEK038) *Introduction coursework

and plan and conduct an investigation (ACHES043) *Term 3 inquiry project *Term 4
inquiry project

Why and how participants in the global economy are dependent on each

Gather relevant and reliable data and information from a range of digital, online and

other (ACHEK039) *Introduction coursework

Why and how people manage financial risks and rewards in the current Australian

print sources (ACHES044) *Term 3 inquiry project

Analyse data and information in different formats to explain cause and effect

and global financial landscape (ACHEK040) *Term 3 inquiry project

relationships, make predictions and illustrate alternative perspectives (ACHES045)

How and why businesses seek to create and maintain a competitive advantage in the

*Term 3 inquiry project

Generate a range of viable options in response to an economic or business issue or

global market (ACHEK041) *Term 4 inquiry project

event, use cost-benefit analysis and appropriate criteria to recommend and justify a
course of action and predict the potential consequences of the proposed

The roles and responsibilities of participants in the changing Australian or global

workplace (ACHEK042) *Term 3 inquiry project

action (ACHES046) *Term 3 inquiry project *Term 4 inquiry project

Apply economics and business knowledge, skills and concepts in familiar, new and
hypothetical situations (ACHES047) *Term 3 inquiry project *Term 4 inquiry project
Present reasoned arguments and evidence-based conclusions in a range of
appropriate formats using economics and business conventions, language and
concepts (ACHES048) *Term 3 inquiry project
Reflect on the intended and unintended consequences of economic and
business decisions (ACHES049) *Term 3 inquiry project *Term 4 inquiry project

Assessments for this

unit:
*See separate
assessment sheets for
further details

1.
2.
3.
4.

Coursework - Note taking and answers to questions and case studies in workbook 20%
Research and Inquiry Project Term 3 Hypothetical Life 30%
Research and Inquiry Project Term 4 Hypothetical Business Plan 30%
End of Semester Exam 20%

Semester breakdown by fortnight (3 periods per fortnight)

Term
Lesson 1
Lesson 2
3
Welcome back. Hand out and go over
What is an economy? Economics is the
Week
Civics exam from Semester 1, point out movement of money - which happens when
1&2
areas where many people struggled
and discuss what the correct answers
were and why. Hand out outline for
Business and Economics; discuss the
four areas of assessment and the
tasks/activities they will be doing.
Remind students of the importance of
coming on time and with all books and

goods are produced and sold - which happens

when people have demands matched by supply which happens when people want to spend
money.

Discuss and define the following via group

discussion and students writing definitions
in their work books:
-Wants and needs
-Supply and demand

Lesson 3
How does Australia fit into the global economy? What
is the significance of Australias location with in the
Asia region? have these questions on the board. Tell
students that they will have to write a large paragraph
(at least 5 sentences) in answering each of these
questions at the end of the lesson, so they will need to
pay careful attention throughout the lesson in order to
answer the two questions.
View world map on screen and look at Australias
closest neighbours. What do they know about the

Week
3&4

Week
5&6

equipment required.

-National economy and global economy

Beginning Semester long Inquiry

project:
Hand out outline of term 3 project,
allow students to read through the
outline but explain to them that we will
be covering the various criteria in class
and they should aim to complete each
section as we learn about it. They will
also have class time to work on their
projects.

Types of income and types of employment

(Handout sheet)
Discuss the types of income listed on the
handout sheet (wages, salaries, profit,
welfare payments, royalties, investments)
Students write their own definition of each
based on class discussion.

Traits of a good employee

-read hand out about characteristics of
good employees, ask students to
identify one trait they are good at and
one they need to improve on.
Discuss interviewing for a job and how
to be professional in an interview.
Students work in pairs to do mock
interviews for a chosen job. They offer
feedback to their partner about how
they presented themselves and how
they could improve.
Use the screen to show students
websites where they can find properties
explain that for their project it needs
to be a rental property and that they
will need to consider the location of
their property to their workplace, their
living conditions (ie: share house) and

Accessing funds: Read case study on page

40 of Oxford Commerce (Beazer et al)
Students answer the questions connected
to the case study.

Resumes and personality profiles

Show students examples of resumes and
explain the information they should include
on their resume. They will need to include a
resume for the job they selected in their
last class as part of their project.
Explain the difference between their

industries and common exports from these countries?

How is Australia linked to other countries because of
its history? What do they notice about these countries
geographically?
Watch following videos:
Students spend last 15-20mins of class answering the
two questions in their workbooks. Share some
answers to finish off the class and help students who
are struggling.
Finding jobs online and finding properties on line.
On the screen, show students how to find jobs on
websites such as seek.com and careerone.com,
explain that not all job openings are advertised on
sites like these as some specialist areas/careers are
advertised within the specific industries or on industry
specific websites.
Allow students time to search through these websites
and do their own research to find and choose a job for
their hypothetical life project.
On the board, list the key things they need to include
when compiling information about their job for their
project. (wage, location, role description, qualifications
required, type of employment fulltime/part
time/casual etc.
Students work on compiling information about their
job for their project.

Calculating Tax
Explain and discuss why we pay taxes and how tax is
paid in most jobs.
Explain the tax-free threshold and the incraments in
which the amount of tax paid is increased depending
on how much you earn.
Demonstrate calculating tax to the class, calling on

Week
7&8

Week
9&10

how much they can afford to spend per

week based on their salary.
Students work on compiling information
about their job and rental property for
their project.

resume and they personality profile

(another requirement for the project)
Students work on their project at their own
pace and manage their own productivity.

Managing Finances.
Show students templates of ways to
manage their personal income and
expenditure.
Ask students to consider the different
lifestyle costs they would have
including transport, groceries, phone
bills, other utility bills, hobbies and
entertainment.
Explain that they will need to do their
own research into how much their
hypothetical lifestyle will cost.
Students manage their own time to
work on their hypothetical life project.
Assist students as needed and
encourage students to show me drafts
of sections of their work to get
feedback.

Students manage their own time to work on

their hypothetical life project.
Assist students as needed and encourage
students to show me drafts of sections of
their work to get feedback.

Hypothetical Life Projects Due on the Friday

before students go on camp
Year 9 Camp

them to calculate the figures along the way.

Students work on calculating the tax for their
hypothetical job, then continue working on their
projects at their own pace and being responsible to
the way they use their time.
Assist students who are still struggling with the
calculation of tax.
Students manage their own time to work on their
hypothetical life project.
Assist students as needed and encourage students to
show me drafts of sections of their work to get
feedback.

Year 9 camp