17195892 Rebekah Donoghue Professional Task 2A

Table of Contents
Unit of work – Nature of Business ............................................................................................. 2
Resources ......................................................................................................................................... 11
Resource A ............................................................................................................................................ 11
Resource B ............................................................................................................................................ 12
Resource C ............................................................................................................................................ 15
Resource D ............................................................................................................................................ 17
Resource E............................................................................................................................................. 18
Resource F ............................................................................................................................................. 19

References (unit of work) .......................................................................................................... 20

Reflection ......................................................................................................................................... 22
References (reflection) ............................................................................................................... 25
17195892 Rebekah Donoghue Professional Task 2A

Unit of work – Nature of Business

UNIT OUTLINE
Subject: Business Studies Course: Preliminary Course Number of Weeks: 4
Unit title: The Nature of Business
Key Concepts/ Big Ideas The importance of this learning
- Global expansion It is an unavoidable fact that students will engage with business. In fact, students regularly
- Internal and external influences engage with business already by watching television, shopping, engaging on social media
- Different business structures and through being an active member of their community. In this unit students will learn the
- Stakeholders introductory skills to progress in the course and develop skills in research, communication
- Business lifecycle and analysis. In turn students are able to confidently engage in the business world not just
- Business strategies as students but also as consumers.
- Growth and decline
Unit context within Scope and Sequence/Purpose Syllabus Outcomes
‘The Nature of Business’ is the first unit in the Stage 6 P1 discusses the nature of business, its role in society and types of business structure
Preliminary Business Studies Course. It is weighted to twenty P2 explains the internal and external influences on businesses
percent of indicative course time, as its purpose is to provide P6 analyses the responsibilities of business to internal and external stakeholders
students with the foundation knowledge to progress in the P7 plans and conducts investigations into contemporary business issues
Preliminary and subsequently HSC course. P8 evaluates information for actual and hypothetical business situations

Literacy Focus Numeracy Focus ICT Focus Differentiation

Students present to class
and engage in writing
activities to improve literacy
skills
Spurrtacular Coffee –
students research and
understand impacts of
raising prices to business
Amazon activity – students
understand implications for
businesses expanding in to
Australia and online
shopping
Students utilise the Internet
to conduct research to
gather information.
Matching activities are
online for student to
complete. Emphasis is placed
on providing exposure and
opportunities to students to
engage in critical thinking
and consumption of ICT.
Suggestions for extension and adjustments are provided
throughout the unit to meet the learning needs of various
students. Formative assessments are scaffolded for students
and more challenging work is provided within them to
extend students thinking and understanding.
Various types of activities are provided for students to also
cater for a variety of learning needs. Teachers should
differentiate further for the specific needs of their class.
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Week Syllabus Content
1 Students learn about:
Role of business
The nature of a business
- Producing goods and
services
- Profit, employment,
incomes, choice,
innovation,
entrepreneurship and
risk, wealth and quality
of life
Students learn to:
- Discuss the global
expansion of one
Australian business
P1 discusses the nature of
business, its role in society and
types of business structure
P7 plans and conducts
investigations into
contemporary business issues
P8 evaluates information for
actual and hypothetical
business situations
Rebekah Donoghue Professional Task 2A
Teaching and Learning Strategies including assessment for learning. Resources
Class discussion: I interact with business everyday
Students identify the main purpose of a business and discuss the difference between
a good versus a service.
Go-to Skincare:
Adjustment: Provide definitions of goods, services, needs, wants, consumers, http://www.gotoskinc
produce and tangible for students are.com/about-us/
Students brainstorm as many businesses as they can and sort them in to providing https://www.instagra
either a good or service. m.com/gotoskincare/
Class discussion: I interact with business everyday students draw on brainstorm to https://www.romper.c
inform answers om/p/zoe-foster-
blake-thinks-you-look-
Identify the importance of business in society: profit, employment, incomes, choice, bloody-amazing-
innovation, entrepreneurship and risk, wealth and quality of life. 10193575
In groups students define one feature above and explain its role or importance to
business and society. Students present feature to class and record features that they
did not research.
Research task Go-to Skincare
Students research the expansion of Go-to Skincare in to a global market using the
business website, news articles and business Instagram page. Student identify and
discuss:
- Where Go-to Skincare has expanded from and to Resource A –
- Whether they offer a good or service Spurrtacular Coffee
- The economic and social factors that will have increased from this expansion
17195892 Rebekah Donoghue Professional Task 2A

Formative assessment
Student debate: Spurrtacular Coffee charges too much for a vanilla latte.
Students debate question, drawing on concepts learned above to inform their
argument. For example, cafes provide employment therefore the mark up in coffee is
justified to cover wages
Adjustment: students allocated roles based on strengths or interest. Roles and
responsibilities highlight beforehand to assist students in understanding.
2 Students learn about: Classification by size and geographical location Kahoot Matching
Types of businesses Students identify various ways businesses can be classified through Kahoot quiz Activity (Resource B)
Classification of business (Resource B).
– Size – small to medium
enterprises (SMEs), Classification by industry
large Difference between business and industry is outlined. Students research definitions
– Local, national, global and explain differences between them.
– Industry – primary,
secondary, tertiary, Class co-constructs diagram of how industry sectors are different but overlap
quaternary, quinary For example,
– Legal structure – sole
trader, partnership,
private company, public
company, government
enterprise

Factors influencing choice of

legal structure
– Size, ownership, finance

Students learn to:

- Discuss the global Extension: students hypothesise and outline the changes advances in
expansion of one technology will make to the various Industry sectors
Australian business
- Discuss the expansion In pairs students are allocated a business to research and determine how it should be
17195892
into Australia of one
global business
- Distinguish between the
different types of
businesses
P1 discusses the nature of
business, its role in society and
types of business structure
P7 plans and conducts
investigations into
contemporary business issues
P8 evaluates information for
actual and hypothetical
business situations
Rebekah Donoghue Professional Task 2A
classified by justifying how the business meets the features of the classification.
Students share their business and justification to the class using PowerPoint. News articles such as:
http://www.abc.net.au
Students research Amazon’s recent expansion in to the Australian market. Students: /news/2018-05-
- Identify and explain Amazon’s business classification 31/amazon-blocks-
- Outline barriers to Amazon entering the Australian market e.g. what taxes are australia-shopping-
they liable for? deal-how-it-affects-
- Outline concerns of other businesses with the launch of Amazon in Australia you/9820312
- Research one product on Amazon.com.au and compare cost to buying at a
department store e.g. Myer, David Jones – is it cheaper? Are there any
additional costs such as shipping? https://www.business.
- Identify where you would purchase the item from and justify your answer – is gov.au/planning/busin
it significantly cheaper? Time versus cost, is it cheaper but will take over a ess-structures-and-
week to receive it? types
- Examine the reasons for and the impacts of Amazon blocking Australian
consumers from purchasing off its US website – why have they done this? https://legalvision.com
How much revenue will it bring to the Government? Is there a workaround? .au/difference-
As a consumer, what would you do? between-public-and-
Students share and discuss answers with class private-company/
Legal Structure Research paper:
Students research business structures of sole trader, partnership and company using “Government Business
business.gov.au website ensuring they click on each hyperlink. Students create a table Enterprises …”
using ICT such as Word or Excel, provide the characteristics of each legal structure and https://www.aph.gov.
list the advantages and disadvantages of each structure. au/About_Parliament/
Parliamentary_Depart
Students visit Legal Vision website and expand their table to include private and ments/Parliamentary_
public company. Library/pubs/rp/rp990
0/2000RP18#what
Students access research paper Government Business Enterprises and Public
Accountability through Parliament by S Bottomley. Students read sections: why are
government business enterprises created and what are government business
enterprises. Students add structure to their table.
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Using the internet, students research the privatisation of the NSW Electricity Network
in 2017. Students:
- Examine the reasons for and against the privatisation of the network
- Students assess the privatisation of the network

Adjustment: students are provided with a list of key facts and advantages and
disadvantages of the privatisation to assist in research and formulating answer.

Extension: students write a persuasive piece critically analysing the privatisation

adopting a for or against position

Students refer back to research they conducted on Go-to Skincare Resource C – Rondy’s
- Classify the business Electrical
- Hypothesise the legal structure of Go-to Skincare providing a supporting
argument ASIC website:
https://asic.gov.au/for
Rondy’s Electrical synopsis (Resource C) -business/running-a-
Students read case study and outline the reasons for changing the business structure company/company-
as presented. Students visit the ASIC page ‘Your company and the law’. Students officeholder-
explain what Rondy’s Electrical must do in order to ensure they are compliant. duties/your-company-
and-the-law/
Extension: Students make a judgement on the choice to change business
structure referring to the size of the business, ownership and finances.
3 Students learn about: Students discuss the various factors that influence the performance of a sporting
Influences in the business team e.g. time of day, distractions, previous encounters with the opposition, rifts
environment between team mates, coaching style, quality of ground, temperature, wind factor,
- External influences – rain, uniform suitability, illness, suspensions etc. Categorise factors to external or
economic, financial, internal influences
geographic, social, legal,
political, institutional, Adjustment: teacher can make the exercise more relatable based on student
technological, competitive interests e.g. specific team followed or choose a different example. Provide
situation, markets definition of external and internal.
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- Internal influences – products,
location, resources,
management and business
culture
- Stakeholders
Student learn to:
- Explain how changes in
external influences have
contributed to the
growth of the tertiary,
quaternary and quinary on:
industries in Australia
P2 explains the internal and
external influences on
businesses
P6 analyses the responsibilities
of business to internal and
external stakeholders
P8 evaluates information for
actual and hypothetical
business situations
Rebekah Donoghue Professional Task 2A
Extension: students choose a factor and write short paragraph explaining how
this influence affects performance.
Relate these to the influences in the business environment:
- External influences – economic, financial, geographic, social, legal, political,
institutional, technological, competitive situation, markets
- Internal influences – products, location, resources, management and business
culture
Influences are divided between pairs. Pairs research their influence and report to class
- Nature of their influence - what is it? When and where does it occur? Who is
responsible?
- How does it either positively or negatively impact a business providing
examples
Students present their influence to the class and provide to teacher who will create a
handout to be distributed to class. Recovering after a
bushfire case study:
Students read case study ‘Recovering after a bushfire’ available online from Business http://www.business.v
Victoria. Students answer the following questions: ic.gov.au/case-
- Outline the events that lead to the brief closure of Crumbs Gourmet biscuits studies/recovering-
and identify the influence after-a-bushfire
- What did the business owners immediately do after events? How do you think
that helped the business?
- What internal and external influences helped the business recover after the
events?
- The business owners’ attribute having insurance as the most important
factors in recovering. Do you agree? What influence do you think was the
most important? Explain your answer.
Students share and discuss answers with class.
News articles such as:
Students examine various newspaper articles and websites investigating how the http://www.abc.net.au
17195892 Rebekah Donoghue Professional Task 2A

current drought in Australia is influencing business. Students explain how the drought /news/2018-08-
may contribute to the growth of tertiary, quaternary and quinary industries in 27/drought-continues-
Australia. For example: in-nsw-despite-
- Tertiary – increase in access to mental health services to assist in coping; weekend-
increase in loans from Banks rain/10166682
- Quaternary – increase in access to financial advice
- Quinary – fundraising to provide aid for farmers https://www.sbs.com.
au/news/could-nsw-
Extension: Class discussion whether or not these services should be provided for drought-lead-to-
free in times of need. sydney-water-
restrictions
Identify and outline the various stakeholders businesses have. Explain how the
drought impacts on stakeholders. For example: http://www.abc.net.au
- Extreme drought conditions result in the death of livestock, driving up prices /news/rural/2018-08-
of meat for consumers. 28/farmers-frozen-by-
overwhelming-
drought-
conditions/10156174

4 Students learn about:
Business growth and decline
- Stages of the business life
cycle
– Establishment
– Growth
– Maturity
– Post-maturity
- Responding to challenges at
each stage of the business life
cycle
- Factors that can contribute to
business decline
- Voluntary and involuntary
Students are grouped and individually allocated part of large flow chart of the Resource D – matching
business life cycle. Students research their allocated section and comment on the activity
characteristics of the stage. Students come together to construct their group flow
chart in the correct order. Once completed, students present their section to the rest Resource E –
of their group. Ozsulation Insulation
case study
Adjustment: students provided features of their stage of business life cycle
News articles such as:
Matching activity http://www.abc.net.au
Students match challenges businesses encounter with their respective stage. Class /news/2018-08-
discussion on answer. Draw links between how challenge in one stage may flow into 27/drought-continues-
the next. in-nsw-despite-
weekend-
rain/10166682
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cessation – liquidation
Students learn to:
- Identify actual businesses at
different stages in the
business life cycle
- Outline possible business
strategies appropriate for
different stages in the
business life cycle
- Identify problems that arise
for stakeholders when
companies go in to liquidation
P2 explains the internal and
external influences on
businesses
P6 analyses the responsibilities
of business to internal and
external stakeholders
P7 plans and conducts
investigations into
contemporary business issues
P8 evaluates information for
actual and hypothetical
business situations
Rebekah Donoghue Professional Task 2A
Ozsulation Insulation case study
Students examine what impacts lead to the businesses failure. Students should draw https://www.sbs.com.
upon their understanding on internal and external pressures and how these lead to au/news/could-nsw-
the decline in business. drought-lead-to-
sydney-water-
Students research liquidation, bankruptcy, voluntary and involuntary cessation and restrictions
create a table outlining the similarities and differences between each.
http://www.abc.net.au
Students identify the likely course of action Ozsulation Insulation took and explain /news/rural/2018-08-
their response drawing on the impacts they identified that lead to the business 28/farmers-frozen-by-
decline. overwhelming-
drought-
Students refer back to the impacts the drought in Australia is having on stakeholders. conditions/10156174
Students outline who stakeholders are and what problems will arise if the farm goes
in to liquidation. Students create concept map demonstrating links between
liquidation and flow on effects to each stakeholder. For example, the links between
farms, communities and government funding
Resource F - Scaffold
Formative assessment for response
Students identify where Go-to Skincare and Rondy’s Electrical are on the business life
cycle. Students write a letter of advice to the company of their choice advising on the
potential challenges the business will face and recommend strategies to overcome
these challenges. Students outline the consequences of failing to respond to
challenges for the business and its potential impact on the businesses stakeholders.
Adjustment: students provided scaffold for letter. Take whole class through
features and structure of a letter if necessary first.
Extension: students write letter from a persuasive point imploring the company
to hire them as a business advisor.
NB: allow time for students to complete letter and hand in as formative assessment
task.
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Assessment Details Outcomes

Formative assessment P1 discusses the nature of business, its role in society and types of business structure
Student debate P2 explains the internal and external influences on businesses

Formative assessment P2 explains the internal and external influences on businesses

Letter to business P7 plans and conducts investigations into contemporary business issues
P8 evaluates information for actual and hypothetical business situations
Evaluation of the Learning and Teaching
Learning and teaching will be evaluated throughout the unit through via:
- Class discussions
- Student presentations
- Student written responses
- Formative assessments
17195892 Rebekah Donoghue Professional Task 2A

Resources
Resource A
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Resource B
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Resource C
Rondy’s Electrical

Andrew Smith worked as an electrician and then as a consultant on fire compliance and safety
before starting his own business in 2009. Initially trading as a sole trader in 2010 Rondy’s Electrical
Service evolved in to a partnership with Larissa Smith who brought over ten years of administration
experience with her. Larissa oversaw the administration side of the business while Andrew
completed the electrical services. Rondy’s Electrical Service maintained its partnership until 2011 as
it had its benefits including a lower tax bracket. However, as the business grew, Andrea and Larissa
soon realised that in order to keep expanding they had to protect their assets. In 2011 Rondy’s
Electrical Service became Rondy’s Proprietary Limited. Andrew answers some questions about the
process below.

What was the main reason you became a proprietary limited?

Asset protection was the main reason. As the business grew we needed to order more supplies from
the wholesalers and they require assurance. As a partnership, if a client didn’t pay their bill I was
liable for the outlay and the wholesaler would have grounds to sue me and take some of my
personal assets to recover the debt. Having limited liability reassures me that I can grow the
business but ensure my family home won’t be taken away.

Are there any other benefits to being a proprietary limited?

Yes, the limited liability also extends to my employees. So if for instance an employee unknowingly
installs a faulty down light in a clients house and that house burns down, the client can only sue the
company and cannot come after the employee personally.

Are there any disadvantages to being a company?

I wouldn’t say they are disadvantages but there are additional costs. For instance, as a company we
need to take out workers compensation insurance now, which was not a legal requirement as a sole
trader.

Were there any other expenses to becoming a company?

There were mostly incidental expenses to become a company. We hired an accountant to manage
the transition over to a company so we paid for those fees. You also require a new Australian
Business Number (ABN) as you’re a company now not a business. As a company, you also hire
contractors to do the work. I am the contractor for Rondy’s Pty Ltd so I had to get a contractors
license. These numbers then needed to be updated on the business cards, which was an additional
expense.

Can you explain how that works?

Sure. Rondy’s Pty Ltd is the company name but we trade as Rondy’s Electrical Service. As a
proprietary limited we can have up to ten separate businesses operating under the umbrella of
“Rondy’s” and Rondy’s Electrical Service is one business. As Rondy’s is a company, not a personal
business such as a sole trader or partnership, in order to carry out any electrical services, the
17195892 Rebekah Donoghue Professional Task 2A

electrician needs to get a contractors license. Rondy’s pty ltd then needs to register that license to
the business under the licensees name before any electrical services can be carried out.

Were there are other incidental administrative tasks that needed to be carried out?

As I mentioned we needed to order new business cards to reflect the new licence number. We also
had to update the website, open new bank accounts, set up phones and Internet in the business
name but these were small tasks. The most onerous task was updating details with the wholesaler.
Wholesalers require insurance in order to purchase off them. When Rondy’s became a company we
had to reapply with the wholesalers individually and they assessed our application to determine the
risk in allowing us to purchase in bulk and receive an invoice. Also, if I decided to leave the company,
Rondy’s would need to source a new electrician with a contractors licence before any work could be
carried out. This would then have to be updated on Rondy’s end before the contractors would be
able to carry out any services, it could be a lengthy process.
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Resource D
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Resource E
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Resource F
Letter scaffold
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References (unit of work)

Australian Securities & Investments Commission. (2014). Your company and the law. Retrieved

August 31, 2018, from https://asic.gov.au/for-business/running-a-company/company-

officeholder-duties/your-company-and-the-law/

Baker, N. (2018). Could NSW drought lead to Sydney water restrictions. SBS News. Retrieved

September 1, 2018, from https://www.sbs.com.au/news/could-nsw-drought-lead-to-

sydney-water-restrictions

Bartlett, K. (2018, February 14). 5 Differences between a public company and a private company.

Legal Vision. Retrieved September 1, 2018, from https://legalvision.com.au/difference-

between-public-and-private-company/

Bottomley, S. (2000). Government Business Enterprises and Public Accountability through

Parliament. Parliament of Australia. Retrieved August 31, 2018, from

https://www.aph.gov.au/About_Parliament/Parliamentary_Departments/Parliamentary_Lib

rary/pubs/rp/rp9900/2000RP18#what

Business.gov.au. (n.d.). Business structures and types. Australian Government. Retrieved September

1, 2018, from https://www.business.gov.au/planning/business-structures-and-types

Business Victoria. (2018). Recovering after a bushfire. Retrieved September 1, 2018, from

http://www.business.vic.gov.au/case-studies/recovering-after-a-bushfire

Café Coach. (2018). The secrets to real profit in a cup of coffee. Retrieved August 30, 2018, from

https://www.cafe-coach.com.au/the-secret-to-real-profits-in-a-cup-of-coffee/

Chapman, S., Gallina, R. & Devenish, N. (2014). Business Studies in Action (4th ed.). Milton,

Queensland: John Wiley & Sons Australia Ltd

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Claughton, D., Webster, L., Condon, M. & Bryant, S. (2018). Farmers urged to look after themselves

as they struggle through New South Wales drought. ABC News. Retrieved September 1,

2018, from http://www.abc.net.au/news/rural/2018-08-28/farmers-frozen-by-

overwhelming-drought-conditions/10156174

Go-to Skincare. (n.d.). About. Retrieved August 31, 2018, from http://www.gotoskincare.com/about-

us/

Go-to Skincare. (n.d.). Instagram profile. Retrieved August 31, 2018, from

https://www.instagram.com/gotoskincare/

Manley, J. (2018). Zoe Foster Blake thinks you look bloody amazing. Retrieved August 31, 2018, from

https://www.romper.com/p/zoe-foster-blake-thinks-you-look-bloody-amazing-10193575

Piesse, E. (2018, June 29). Amazon will block Australians from overseas sites from July 1. Here’s how

it will affect you. ABC News. Retrieved September 1, 2018, from

http://www.abc.net.au/news/2018-05-31/amazon-blocks-australia-shopping-deal-how-it-

affects-you/9820312

Sas, N. & Pezet, L. (2018, August 27). Drought continues for NSW farmers despite welcome rain

drenching parts of state. ABC News. Retrieved September 1, 2018, from

http://www.abc.net.au/news/2018-08-27/drought-continues-in-nsw-despite-weekend-

rain/10166682
17195892 Rebekah Donoghue Professional Task 2A

Reflection
The unit of ‘Nature of Business’ is the first in a preliminary Business Studies course (Board of

Studies New South Wales, 2010) and the unit of work presented above was created by following the

Understanding by Design (UbD) model (Wiggins & McTighe, 2005). A student-centred approach has

also influenced the planning of this unit of work where collaborative learning is key and students

utilise ICT resources to engage in learning.

This unit of work has been planned following the UbD model designed by Wiggins and

McTighe (2005). The unit has been planned backwards from the finale formative assessment task

that has been designed to engage students in considering the ‘big picture ideas’ of the unit and

demonstrate their understanding of them (Wiggins & McTighe, 2005). Learning is sequenced and

resources are used multiple times in the aim of demonstrating the links to students between

concepts and content. Formative assessment is also conducted throughout to evaluate learning and

teaching practices through teacher observation, written tasks and presentations. Adjustments and

extensions are suggested for tasks throughout the unit and a scaffold is provided for the formative

assessment task. It has been difficult to differentiate in hypothetical terms without diluting the

curriculum (Tomlinson, 2014) and as such it is acknowledged that the unit of work should be

modified further to meet individual student needs.

In the aim of engaging and motivating learning, a student centred approach has been

adopted in design of the unit (Walker, 2017; McGregor & Mills, 2017). An environment that is

student-centred can engage student in active learning whereby students engage with ‘authentic and

meaningful tasks that are connected to the student and to their community contexts’ (Price, as cited

in Walker, 2017, p. 462). This unit uses modern and topical case studies, resources and references

this unit aims to engage students in active learning. This is an attempt to make learning meaningful

to students, however, the resources in the unit should be updated if they do not meet the needs or

interests of the class being taught. This approach reflects the purpose of the Business Studies
17195892 Rebekah Donoghue Professional Task 2A

course, which endeavours to ‘provide useful knowledge and competencies for life’ as ‘business

activity is feature of everyone’s life’ (Board of Studies New South Wales, 2010, p.5).

Collaborative learning is also an important feature of the unit and has been utilised through

group work activities and presentations. It is acknowledged that group work can be a challenge for

some students hence individual learning is also incorporated, however, the development of social

and communication skills is an important intent of the syllabus and as such group work and

presentations are included in the unit (Jarvis, 2015; Board of Studies New South Wales, 2010). A

think-pair-share activity has been included in order to assist students in developing collaborative

skills and there are demonstrated links between these activities and higher order thinking skills

(Weatherby-Fell, 2015). Presentations are also incorporated in to the unit to develop social and

communication skills of students. Through getting students to present what they have learned, both

to the whole class or to a learning group, students experience a deeper understanding of the

content and an increase in motivation and participation can be observed (Mennim, 2017).

The use of ICT also features significantly throughout the unit. ICT is a general capability of

the Australian curriculum and whilst Business Studies is still experiencing a syllabus update, it is a

requirement of the Australian Professional Standards for Teachers that teachers ‘implement

strategies for using ICT to expand curriculum learning opportunities for students’ (Australian

Institute for Teaching and School Leadership, 2011, p.11). ICT has the potential to combine

traditional technologies in order to synthesis learning and application (Livingstone, 2012). As such,

ICT has been incorporated throughout the unit through various research tasks and presentations in

order to not only provide learning opportunities based on the syllabus but to develop students

capability in both the use and consumption of ICT.

This unit is also informed by constructivist principles of student learning and as such

discussions also feature throughout the unit of work. Learning is not value free and by incorporating

class discussions, the unit acknowledges that students construct their own knowledge by
17195892 Rebekah Donoghue Professional Task 2A

synthesising new information in to existing knowledge structures and experiences (McGregor &

Mills, 2015; Walker, 2015). By getting students to participate in discussion, teachers can not only

formatively assess their understanding of content but students are exposed to other perspectives

and peoples experiences to assist them in reflecting on their own experiences and how it shapes

meaning for them (Jarvis, 2015).

In conclusion, the unit of work planned aims to provide students with the foundational

knowledge and skills to progress in the Business Studies course. It has been modelled using UbD

approach and is student-centred with an emphasis on collaborative learning. The notion that

student learning is not value free has impacted the design of teaching and learning activities in order

to ‘enhance student confidence and ability to participate effectively … as members of the business

world’ (Board of Studies New South Wales, 2010, p.5).

17195892 Rebekah Donoghue Professional Task 2A

References (reflection)
Australian Institute for Teaching and School Leadership. (2011). Australian Professional Standards for

Teachers. Retrieved from https://www.aitsl.edu.au/docs/default-source/apst-

resources/australian_professional_standard_for_teachers_final.pdf

Board of Studies New South Wales. (2010). Business Studies Stage 6 Syllabus. Retrieved from

https://educationstandards.nsw.edu.au/wps/wcm/connect/2f9a5382-5446-4dc6-ba39-

f90f53469200/business-studies-st6-syl.pdf?MOD=AJPERES&CVID=

Jarvis, J. (2015). Inclusive classrooms and differentiation. In N.L. Weatherby-Fell (Ed.), Learning to

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