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8/23/2018 Professional Task

Stage 4 & 5 Commerce

Rouba Bardouh
18006201
Table of Contents
Lesson Plan 1 ....................................................................................................................................................... 2
APPENDIX 1a: Budget activity (scenario 1) ...................................................................................................... 3
APPENDIX 1b: Budget activity (scenario 2) ..................................................................................................... 4
APPENDIX 1c: Budget activity (scenario 3) ...................................................................................................... 5
Lesson Plan 2 ....................................................................................................................................................... 6
APPENDIX 1: Excel reference sheet/ready-to-use template ......................................................................... 11
APPENDIX 2: Information sheet .................................................................................................................... 11
Lesson Plan 3 ..................................................................................................................................................... 12
Justification........................................................................................................................................................ 17
References ..................................................................................................................................................... 20
Lesson Plan 1

Topic area Stage of learner Syllabus pages


Travel 5 38

Date Location booked Lesson number


13/08/18 Room 1 1/15
Printing/ Preparation
Time Total number of students
- budget template
60 minutes 22
worksheets

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Travel destinations


• identifying a travel • use a range of
5.4 analyses key factors Successful completion of destination information sources,
affecting commercial a budget including the internet,
and legal decisions to identify appropriate
travel destinations

• factors influencing the • consider the factors


choice of destination influencing the choice of
destinations − personal,
financial, political

Life skills outcomes Subject specific concepts

N/A - analysis of factors affecting commercial decisions

CCP & GCs Discipline specific skills

Numeracy - completing a budget


Quality Teaching Elements (lesson focus)
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of 1.4 Higher-order thinking
1.1 Deep knowledge
important, substantive concepts, skills and ideas. Such pedagogy treats 1.5 Metalanguage
1.2 Deep understanding
knowledge as something that requires active construction and requires 1.6 Substantive
1.3 Problematic knowledge
students to engage in higher-order thinking and to communicate substantively communication
about what they are learning.

Quality Learning Environment


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

Significance
This refers to pedagogy that helps make learning more meaningful and 3.1 Background knowledge 3.4 Inclusivity
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.5 Connectedness
prior knowledge and identities, with contexts outside of the classroom, and 3.3 Knowledge integration 3.6 Narrative
with multiple ways of knowing all cultural perspective.

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

Teaching element Indicators of presence in the lesson

Students given opportunity to engage in discussion, group, and partner


Substantive communication
activities

Students regularly engaged in discussion and learning activities (ie. mind


Engagement
map, budget, etc)

Students utilise their prior knowledge on budgeting to complete a


Background knowledge
budget for a fictional scenario
Legend

Differentiation Student task Teaching task

Centred
Time Teaching and learning actions Organisation
T/S
Teacher
- Directs students
into classroom
- Conducts roll call

Students settle into classroom Student


5 T
Roll call - Enter classroom
and prepare for
lesson

Resources
- Class roll

Introduce topic

- Outcome: ‘analyses key factors


Teacher
affecting commercial and legal
- Introduces the
decisions’
10 topic and the lesson T
- Objective: ‘consider the factors
outcome and
influencing the choice of destinations
objective
− personal, financial, political’

provide in writing for further clarity

Class discussion

‘Who has travelled internationally before?


Teacher
Where to? What are some things you had to
- Initiates class
15 consider? T&S
discussion/
conversation
‘Who is planning to travel in the near future?
Where to? Do you know where to find
information about the destination?’

Students individually note down/ Teacher


brainstorm locations they wish to - Explains activity
visit.
17 S
Student
Instruct students to choose one favoured - Complete activity
destination from those they noted down. individually
Think-pair-share activity

Each student to note down three


sources of information they can use
to gain information regarding the
destination (ie. climate, airfares,
tourist attractions, etc)

- Share with a partner Teacher


- Explains activity
Present to students: Presents
25 T&S
Internet “INFORMATION” in
National embassies writing on
Family and friends whiteboard
Other travellers
Reference books
Magazines and other media
Associations
Travel agents
Information centres
Offers/deals
News
Class brainstorm on factors to consider when
choosing a destination. Instruct students to
copy into their notebooks.
Student
Eg.
- Contribute to
- Personal (income, age, commitments,
30 brainstorm S
values, religion)
- Copy into
- Financial (budget, transport fares,
notebooks
accommodation, activities)
- Political (war, terrorism, instability –
introduce DFAT as reliable info.
source)

Distribute budget activity. Teacher


- Explain task and
‘What you’ll be receiving is a budget template provide students
and a random scenario. This scenario will with template
provide you with fictional expenses. You need - Attend to student
to fill out the budget using the amounts questions/ needs
provided in the scenario then determine the
55 S
amount saved at the end of the time period Student
specified. Next lesson, you will use this final - Complete task
amount to determine whether you can afford
to travel to the destination you chose earlier Resources
today.’ Budget activity
worksheets -
Students complete budget (appendix 1)
Collect budget activity.
Wrap up lesson and explain plan for next
lesson.

60 ‘Next lesson, we’ll be in computer lab 3. You’ll T


use the internet to research the necessary
costs associated with your chosen destination
and determine whether travelling there is
within your reach based on today’s activity.’

How am I measuring the outcomes of this lesson?

Learning outcome Method of measurement and recording


5.4 analyses key factors
Observation of student contribution and engagement with
affecting commercial and legal
mind map activity
decisions

Other considerations

Graduate standards Evidence within this lesson

1.5 Demonstrate knowledge and


understanding of strategies for Various parts of the lesson are presented in written form to
differentiating teaching to meet the reduce chance of confusion. Students are presented with a
specific learning needs of students scaffolded budget template.
across the full range of abilities.

2.5 Know and understand literacy


and numeracy teaching strategies Students are assisted through the budget completion task
and their application in teaching where calculations and equations are made necessary.
areas.

WHS
What are the key risk issues that may appear and need to be reduced/eliminated in this
lesson?

Ensure proper ergonomic procedures are followed by all in the classroom


ie. comfortable seating, appropriate desk height, proper seated posture

Reflection
APPENDIX 1a: Budget activity (scenario 1)

ACTIVITY - Monthly budget

Using the scenario below, complete the provided budget template using these figures and determine
your total savings by the end of the specified period. Remember to calculate each of the figures to
represent monthly totals.

The month is January. You are a full time university student. Your friend is very eager to travel
during the July
The month university
is January. break
You and istobegging
are new you to join
the workforce and her. You tellvery
are feeling her overwhelmed
that you need by
to check
your
your finances
work and
load so see what
decided thatyou’re
a shortable to afford.
holiday wouldYour
be acasual job provides
good idea. You canyou
onlya travel
monthly income
during the of
$1,400.
school You live
holidays so at
youhome
planwith your parents
on travelling butfor
in April pay7 adays.
board payment
Your (payment
net monthly in exchange
income is $4,000for
and
shelter
rent an and necessities)
apartment of $100
for $350 eachYou
a week. fortnight.
spend On average
about each
$60 on week,
food you on
and $50 spend about
petrol each$40 on
week
foodabout
and and fill$300
up your car with
monthly $50 worth
on shopping andofentertainment.
petrol. Your mobile
Your contract costs you
mobile contract $60you
costs each$70
month.
each
Your car
month andregistration
you make and insurance
fortnightly are insurance
health due for renewal in April
payments andIn
of $30. will costto
order you a total
travel of $900.
in April, you
Other expenses including shopping
must book and accommodation
travel and entertainment cost 30th.$200 each month.
you about
by March
You must book travel and accommodation by June 30th.

Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec TOTAL
Income

Expenses

Total
expenses
Amount
saved
APPENDIX 1b: Budget activity (scenario 2)

ACTIVITY - Monthly budget

Using the scenario below, complete the provided budget template using these figures and determine
your total savings by the end of the specified period. Remember to calculate each of the figures to
represent monthly totals.

The month is January. You own a small business and would like to surprise your family of 3 with a
holiday during the coming Christmas period. You own your home and have paid off your
mortgage. Your business is doing relatively well and provides you a monthly net income of
$15,000. However, your workspace incurs a rent cost of $2,000 each week. You receive water
and electricity bills for your home every March, June, September and December which equate to
$350 each time. You pay $120 for your phone contract each month and spend about $600 each
month on shopping and entertainment. You enjoy dining out so spend about $80 on food each
week and fill up your car with $150 worth of petrol each fortnight. You must book travel and
accommodation by November 30th.
APPENDIX 1c: Budget activity (scenario 3)

ACTIVITY - Monthly budget

Using the scenario below, complete the provided budget template using these figures and determine
your total savings by the end of the specified period. Remember to calculate each of the figures to
represent monthly totals.

The month is January. You are new to the workforce and are feeling very overwhelmed by your
work load so decided that a short holiday would be a good idea. You can only travel during the
school holidays so you plan on travelling in April for 7 days. Your net monthly income is $4,000 and
rent an apartment for $350 a week. You spend about $60 on food and $50 on petrol each week
and about $300 monthly on shopping and entertainment. Your mobile contract costs you $70 each
month and you make fortnightly health insurance payments of $30. In order to travel in April, you
must book travel and accommodation by March 30th.
Lesson Plan 2

Topic area Stage of learner Syllabus pages


Travel 5 38

Date Location booked Lesson number


15/08/18 Computer lab 3 2/15
Printing/ Preparation
Time Total number of students - Excel reference sheet (for
60 minutes 22 demo.)
- Information sheet

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Travel destinations


• identifying a travel • use a range of
5.4 analyses key factors Successful completion of destination information sources,
affecting commercial an excel spreadsheet including the internet,
and legal decisions using research to identify appropriate
information travel destinations
5.7 researches and
assesses commercial • factors influencing the • consider the factors
and legal information choice of destination influencing the choice of
using a variety of destinations − personal,
sources financial, political

Life skills outcomes Subject specific concepts

N/A - Research and assessment of commercial information

Cross-curricular Discipline specific skills


priorities
- ICT - Comparison of information to make informed consumer choices
- Numeracy

General Competencies
- Collecting,
analysing and
organising
information
- Using
technology
Quality Teaching Elements (lesson focus)
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of 1.4 Higher-order thinking
1.1 Deep knowledge
important, substantive concepts, skills and ideas. Such pedagogy treats 1.5 Metalanguage
1.2 Deep understanding
knowledge as something that requires active construction and requires 1.6 Substantive
1.3 Problematic knowledge
students to engage in higher-order thinking and to communicate substantively communication
about what they are learning.

Quality Learning Environment


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

Significance
This refers to pedagogy that helps make learning more meaningful and 3.1 Background knowledge 3.4 Inclusivity
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.5 Connectedness
prior knowledge and identities, with contexts outside of the classroom, and 3.3 Knowledge integration 3.6 Narrative
with multiple ways of knowing all cultural perspective.

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

Teaching element Indicators of presence in the lesson

Students required to organise, analyse, and evaluate information in


Higher-order thinking
order to make informed decisions

Students’ self-regulation Students expected to behave ethically and efficiently

Connectedness Activity is relevant to real-life scenarios/situations


Legend

Differentiation Student task Teaching task

Centred
Time Teaching and learning actions Organisation
T/S

Teacher
- Directs students
into classroom
Students distribute individually amongst
- Conducts roll call
computers
Student
5 Accommodate to students with T
- Enter classroom
disabilities (vision impairment, etc)
and prepare for
lesson
Roll call
Resources
- Class roll

Introduce lesson objective – ‘use the


internet to identify appropriate travel
destination based on financial factors’

- Volunteer student to distribute


budget activity from previous lesson

Teacher explains the activity –


‘Remember the destination you chose Teacher
as your preferred destination last - Introduces the
lesson? Today you will research the lesson objective
costs of airfares or travel fares, and explains
accommodation, transport, activities, activity
10 T
and expenses associated with the
destination. Put these expenses into Student
an Excel spreadsheet and determine - Volunteer to
whether you can afford to travel to distribute budget
this destination with your savings activity
from the budget activity. If not,
research other destinations which are
more likely possible and do the same
thing as above. And if so, also find
another destination which you are
able to visit with your savings.

Provide in writing for reference


Teacher demonstrates how to create Teacher
a comparative excel spreadsheet Demonstration
using Smart Board and provides core (scaffold)
expenses for students to research:
Student
- Airfares/ travel fares - Follow along to
- Accommodation demonstration
- Activities/ tours
- Transport/ car hire Resources
15 T
- Other (eg. food, shopping, etc) - Smart Board
- Microsoft Excel
Students follow along individually - Excel reference
Alternative: provide ready-to-use sheet (for demo.)/
template uploaded to school server ready to use
template –
Provide information sheet with (appendix 1)
recommended sites for each core - Information sheet
expense. – (appendix 2)

Teacher
- Attend to student
Students research expenses for questions/ needs
30 preferred destination and complete S
excel activity Student
- Complete activity
individually

Students research expenses for an Teacher


alternative destination and complete - Attend to student
excel activity questions/ needs
55 S
Students instructed to print off spreadsheet Student
and paste spreadsheet and budget activity - Complete activity
into notebooks. individually

Instruct students to save work and log off of


computers.
60 T
Wrap up lesson and explain plan for next
lesson.
How am I measuring the outcomes of this lesson?

Learning outcome Method of measurement and recording


5.4 analyses key factors Successful completion of excel spreadsheet outlining
affecting commercial and legal expenses associated with a preferred and an alternative
decisions destination

5.7 researches and assesses


Use of the internet to research information and input of this
commercial and legal information
information into an excel spreadsheet
using a variety of sources

Other considerations

Graduate standards Evidence within this lesson

2.6 Implement teaching


strategies for using ICT to expand ICT activities are explained and demonstrated as a form of
curriculum learning opportunities differentiation.
for students.

4.2 Demonstrate the capacity to Activities are clearly explained with instructions provided in
organise classroom activities and written form. Activities are split into appropriate time
provide clear directions. spans designed for maximum productivity.

WHS
What are the key risk issues that may appear and need to be reduced/eliminated in this
lesson?

Ensure proper ergonomic procedures are followed by all in the classroom


ie. comfortable seating, appropriate desk height, proper seated posture

No food or liquids to be consumed or placed around computers.

Ensure that proper computer and internet protocol is followed for maximum student safety.

Reflection
APPENDIX 1: Excel reference sheet/ready-to-use template

APPENDIX 2: Information sheet

ACTIVITY (Information sheet)

You may wish to visit these sites to find information on costs and availability. There are many other
sites you can find on the web. For “other”, you can estimate the cost of food and shopping depending
on the time you will spend at your destination.

Airfares Accommodation
- skyscanner.com - booking.com
- webjet.com - airbnb.com

Activities/tours Transport/car hire


- tripadvisor.com - hertz.com
- alpha.com
Lesson Plan 3

Topic area Stage of learner Syllabus pages


Travel 5 38

Date Location booked Lesson number


17/08/18 Room 1 3/15

Printing/ Preparation
Time Total number of students
- Textbooks: New concepts
60 minutes 22
in commerce

Outcomes Assessment Students learn about Students learn to

Syllabus outcomes Lesson assessment Planning a trip


• means of travel • assess the advantages
5.5 evaluates options for Successful and disadvantages of
solving commercial and interpretation of various means of travel
legal problems and information through - air/sea/rail/road
issues design and performance - group/private
of role play
5.8 explains and
assesses commercial
and legal information
using a variety of forms

Life skills outcomes Subject specific concepts

N/A - Evaluation of options for solving commercial problems and issues


- Explanation and assessment of commercial information using a variety
of forms

Cross-curricular Discipline specific skills


priorities
- Literacy

General Competencies
- Communicating
ideas and
information
- Working with
others and in
teams
Quality Teaching Elements (lesson focus)
Intellectual Quality
This refers to pedagogy focused on producing deep understanding of 1.4 Higher-order thinking
1.1 Deep knowledge
important, substantive concepts, skills and ideas. Such pedagogy treats 1.5 Metalanguage
1.2 Deep understanding
knowledge as something that requires active construction and requires 1.6 Substantive
1.3 Problematic knowledge
students to engage in higher-order thinking and to communicate substantively communication
about what they are learning.

Quality Learning Environment


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

Significance
This refers to pedagogy that helps make learning more meaningful and 3.1 Background knowledge 3.4 Inclusivity
important to students. Such pedagogy draws clear connections with students’ 3.2 Cultural knowledge 3.5 Connectedness
prior knowledge and identities, with contexts outside of the classroom, and 3.3 Knowledge integration 3.6 Narrative
with multiple ways of knowing all cultural perspective.

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

Teaching element Indicators of presence in the lesson

Students required to communicate with each other and then


Substantive communication
communicate their knowledge orally

Students expected to support each other during group activity and


Social support
behave ethically towards each other

Inclusivity All students expected to participate in activity


Legend

Differentiation Student task Teaching task

Centred
Time Teaching and learning actions Organisation
T/S

Teacher
- Directs students
into classroom
- Conducts roll call

Student
5 Roll call T
- Enter classroom
and prepare for
lesson

Resources
- Class roll

Introduce lesson objective: ‘assess the


advantages and disadvantages of
different forms of transport for travel’

Teacher explains the activity –


‘In groups of 4 or 5, you’ll be allocated
one form of transport. You are
required to demonstrate the
advantages and disadvantages of that
Teacher
form of transport in the form of a 2-3
- Introduces the
minute role play. Use page 250 of
lesson objective
your textbook (New Concepts in
and explains
Commerce) to assess the advantages
activity
and disadvantages of your allocated
form of transport. Design a role play
Student
10 using that information – eg. Your T
- Form groups
friend is travelling from Sydney to
Melbourne and is considering driving
Resources
by road. One friend can convince her
- New Concepts in
that it is a good idea (advantages),
Commerce
while you convince her otherwise
textbooks
(disadvantages). Outline the scenario
within your role play. Presentation of
role plays will begin at 9.40. All group
members must contribute but not all
must perform. Now let’s form groups!’

Provide in writing for further clarity

Instruct one student from each group to


retrieve a textbook
Collaborative role play activity
Student
35 S
Students assess information, design - Complete activity
and practice role plays collaboratively

Students allowed 5 mins per group to Student


55 S
prepare for and perform role plays - Perform

Wrap up lesson and explain plan for next


60 T
lesson.
How am I measuring the outcomes of this lesson?

Learning outcome Method of measurement and recording


5.5 evaluates options for
Evaluates advantages and disadvantages of different forms of
solving commercial and legal
transport
problems and issues

5.8 explains and assesses


commercial and legal information Interprets information in the form of role play
using a variety of forms

Other considerations

Graduate standards Evidence within this lesson

4.1 Identify strategies to support Expectation for all students to contribute to and participate
inclusive student participation and in group activity is communicated. Students are
engagement in classroom activities. encouraged and assisted by teacher and peers.

WHS
What are the key risk issues that may appear and need to be reduced/eliminated in this
lesson?

Ensure proper ergonomic procedures are followed by all in the classroom

References used
Chapman, S., & Freak, M. (Ed.). (2013). New concepts in commerce. Milton, Qld: John Wiley & Sons

Reflection
Justification

“A good lesson plan should be a guide that enables a teacher to get to grips with what they
are trying to achieve and why” (Gershon, 2013). Along with focus on literacy, numeracy and ICT as
required by the Australian curriculum, an effective lesson plan should accommodate to diverse
learners through differentiated teaching and learning techniques to ensure a fair opportunity for
students of all abilities. With guidance from the Australian Professional Standards for Teachers
(APST) (Australian Institute for Teaching and School Leadership [AITSL], 2016) and The New South
Wales Quality Teaching Model (QTM) (Professional Support and Curriculum Directorate [PSCD],
2003), three lesson plans have been designed to meet the outcomes for the ‘Travel’ option topic
from the Stage 4 and 5 Commerce Syllabus. Several teaching strategies are utilised throughout and
diverse abilities are considered and catered for through differentiation strategies and/or pedagogies.

Lesson Plan 1

A main focus of this lesson is that of numeracy. Budget plans and communication of financial
information is a trend throughout the Commerce syllabus and satisfies the key competency of ‘using
mathematical ideas and techniques’ (Board of Studies NSW, 2003). As cited in Goos, Dole & Geiger
(2012), The Organisation for Economic Cooperation and Development defines mathematical literacy
as:

an individual’s capacity to identify and understand the role mathematics plays in the world, to make
well-founded judgements, and to use and engage with mathematics in ways that meet the needs of
that individual’s life as a constructive, concerned and reflective citizen. (pp. 3-4)

The lesson activity requires students to design a budget using a hypothetical scenario in
order to assess their ability to travel within a specified time period. This reflects real life scenarios
where students may need to save to make a major purchase or assess their ability to invest – all the
while, increasing their knowledge and ability in applying mathematical knowledge and equations.
The integration of numeracy into the lesson works towards satisfying graduate standard 2.5 of the
APST requiring teachers to ‘know and understand literacy and numeracy teaching strategies and
their application in teaching areas’ (AITSL, 2016).

Lesson Plan 2

This lesson demonstrates heavy focus on ICT. Students conduct individual research and
communicate their findings in the form of an Excel spreadsheet. Contrary to findings by Uluyol and
Sahin (2016) which conclude that the most common use of ICT by teachers is for presentation
technologies, the lesson requires students to utilise computers to access the internet and design a
spreadsheet using computer program, Microsoft Excel. Uluyol and Sahin (2016) also conclude that
student satisfaction is improved with the use of ICT throughout a lesson as the lesson becomes more
interesting, diverse, motivating and supportive of productive learning. Considerable research has
been conducted assessing the use of ICT in schools. General consensus concludes that ICT is
effective in supporting better learning environments and activities, especially to support student-
centred learning (Newhouse; US Department of Education; Stevenson, as cited in Newhouse, 2017).
Along with this, the use of ICT satisfies Graduate standard 2.6 of the APST requiring teachers to
‘Implement teaching strategies for using ICT to expand curriculum learning opportunities for
students’ (AITSL, 2016)

Lesson Plan 3

Considering the diverse multicultural nature of the present Western Sydney classroom, the
literacy focused activity of role play has been introduced as a tool to strengthen language
development in EAL/D (English as a second language or dialect) students and increase their
competence in coping independently with the challenges inherent in performing complex literacy
tasks (Gordon, 2012). The task is designed as a collaborative one. Research shows that collaborative
learning has demonstrated benefits on the learning development of students. Zurita and Nussbaum
(cited in López-Yáñez, Yáñez-Márquez, Camacho-Nieto, Aldape-Pérez & Argüelles-Cruz, 2015) “claim
that collaborative learning is considered to enable cognitive development, since it stimulates social
interaction and learning among the members of a group.” This is achieved through its promotion of
critical thinking through discussion and debate (López-Yáñez, Yáñez-Márquez, Camacho-Nieto,
Aldape-Pérez & Argüelles-Cruz, 2015), made necessary in the construction of a role play
performance. Outcome 5.9 of the Stage 4 and 5 commerce syllabus requires students to develop
skills to ‘work independently and collaboratively to meet individual and collective goals within
specified timelines’.

Spratt and Florian (2015) define inclusive pedagogy as “a pedagogical approach that
responds to learner diversity in ways that avoid the marginalisation of some learners in the
community of the classroom.” The diversity of learners is considered throughout the designed
lessons with students with disabilities or impairments catered for in the computer lab, and many
aspects of the lessons scaffolded and/or demonstrated for ease of understanding or completion.
There is also potential for students from EAL/D background to use the internet or other devices to
translate instruction or information to help them better understand the task at hand.
The integration of literacy, numeracy and ICT as cross-curriculum priorities have gained
heavy emphasis in the Australian curriculum in recent years. Along with this, the need for
differentiation to meet the needs of diverse learners is also payed focus. The designed lesson plans
for the Stage 4 and 5 Commerce Syllabus pay close attention to each of these priorities through the
utilisation of sophisticated teaching strategies while satisfying standards from the Australian
Professional Standards for Teachers (AITSL, 2016). The teaching and learning activities consider the
diverse nature of the current Western Sydney classroom and aim to provide opportunity of success
and achievement for students of all abilities.
References

AITSL. (2016). Australian Professional Standards for Teachers. Retrieved from

http://www.aitsl.edu.au/australian-professional-standards-forteachers/standards/list

Board of Studies NSW (2003). Commerce Years 7-10 Syllabus. Retrieved from

https://www.boardofstudies.nsw.edu.au/syllabus_sc/pdf_doc/commerce_710_syllabus.pdf

Gershon, M. (2013). Classroom practice - avoid a sinking feeling with perfect planning. The Times

Educational Supplement, (5072), 34. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1491201117?accountid=36155

Goos, M., Dole, S., & Geiger, V. (2012). Numeracy across the curriculum. Australian Mathematics

Teacher, 68(1), 3+. Retrieved from

http://link.galegroup.com.ezproxy.uws.edu.au/apps/doc/A283157267/AONE?u=uwsydney&si

d=AONE&xid=fb9bf520

Gordon, T. (2012). Using Role-Play to Foster Transformational and Social Action Multiculturalism in

the ESL Classroom. TESOL Journal, 3(4), 698-721. doi: 10.1002/tesj.32

López-Yáñez, I., Yáñez-Márquez, C., Camacho-Nieto, O., Aldape-Pérez, M., & Argüelles-Cruz, A.

(2015). Collaborative learning in postgraduate level courses. Computers In Human Behavior,

51, 938-944. http://dx.doi.org/10.1016/j.chb.2014.11.055

PSCD (2003), Quality Teaching in NSW Public Schools. Retrieved from

http://www.darcymoore.net/wp-content/uploads/2012/02/qt_EPSColor.pdf

Spratt, J., & Florian, L. (2015). Inclusive pedagogy: From learning to action. Supporting each

individual in the context of ‘everybody’. Teaching And Teacher Education, 49, 89-96.

http://dx.doi.org/10.1016/j.tate.2015.03.006
Uluyol, Ç., & Şahin, S. (2014). Elementary school teachers' ICT use in the classroom and their

motivators for using ICT. British Journal Of Educational Technology, 47(1), 65-75.

http://dx.doi.org/10.1111/bjet.12220