UNIT OUTLINE
Subject: Commerce
Unit title: Employment Issues
Key ideas/concepts
Students learn about the commercial and legal
aspects of employment issues by focusing on
their options, rights and responsibilities in the
work environment.
Unit context within scope and
sequence/Purpose
This unit will be taught as the second unit in the
Year 10 course after “The Law and Society” unit.
The students will of have a fresh understanding
of the how laws impact the society we operate in
and will be able to build on this knowledge
focusing on the employment industry. Following
this Unit students will be studying “Towards
Independence” unit which will follow up from
employment matters and focus on issues related
with independent living.
Course: Year 10 Number of Weeks: 7
Weeks
The importance of this learning
This unit aims to prepare students for workforce. It looks into the different types of
employment options available in the workforce and aims to equip students with their
rights and responsibilities at workplace. The unit looks into important features of
employment such as employment contracts, taxation and superannuation. It also explores
legal issues and employment relations matters at workplace, identifying support
mechanisms available to employees such trade unions and employer groups and steps to
dispute resolutions.
Syllabus outcomes
A student:
5.1 applies consumer, financial, business, legal and employment concepts and terminology
in a
variety of contexts
5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial,
business, legal and employment contexts
5.3 examines the role of law in society
5.4 analyses key factors affecting commercial and legal decisions
5.5 evaluates options for solving commercial and legal problems and issues
5.6 monitors and modifies the implementation of plans designed to solve commercial and
legal
problems and issues
 5.7 researches and assesses commercial and legal information using a variety of sources
5.8 explains commercial and legal information using a variety of forms
5.9 works independently and collaboratively to meet individual and collective goals within
specified timelines
Literacy Focus Numeracy Focus ICT Focus
Differentiation
Literacy is used Taxation and superannuation Use of various online and  Incorporation of various learning resources and
throughout this unit to aspect of this Unit will focus ICT resources throughout teaching strategies through the unit
understand and on Numeracy skills of the the unit aims to train  Utilising various visual strategies to aid the
interpret questions and students. Students will be students with use of ICT understanding of the more visual type of
instructions. Use of given application type skills which is much sort learners
literacy for questioning questions related to taxation skillset by employers.  Collaborative learning activities to promote
during classroom and superannuation where inclusion in classroom and ensure social
teaching and in the they will be required to read support for students of lower academic
assessment for learning and understand numerical capabilities
task, requires students aspects of the problem in  Extension task for Gifted and Talented students
to read and interpret order to work out a solution. with more challenging problems
the questions in order
to prepare a response.

Week/s Syllabus Teaching and learning strategies Resources

equenc content and
e intended
learning
 The Class Brainstorm/Mind map -Whiteboard and Markers
workplace Teacher briefly introduces new topic then starts Class Brainstorm on “What’s -Student devices
Term 2 the right job for you?” -Student notebook
 types of Prompting students to think about factors which contribute towards the “right -Pen
Week employ job” and questions to consider when picking a job.
1: ment
Lesson Class discussion
1 −casual, Students are asked to recount on their own employment experience to share with
the class.
part-time,
full-time,
Collaborative Work in Pairs followed by class discussion
self-
employed 1. Identify and explain the types of employment options available for young
people
−voluntary 2. Construct and complete a table to summarise the advantages and
and unpaid disadvantages employment options available
3. Use your devices to research the current employment data and identify
the current trends in the four employment option.

Teacher walks around and provides guidance and feedback to students on their
work.

 changing Class Discussion – Changes in the work patterns and examples Market Watch. (19 April, 2017)
work i.e use of technology By 2020, 50% of workforce will
Term 2 patterns be remote. Here's how.
Visual Learning Retrieved from
Week Students watch video “By 2020, 50% of workforce will be remote. Here's how” https://www.marketwatch.com/
1: for an insight of the changes which has resulted at workplace with video/sectorwatch/by-2020-50-
Lesson advancement of technology. of-workforce-will-be-remote-
2
here-how/EC18E212-D8F5-493E-
Collaborative Groupwork: Case study
9602-7E5E5D980ABD.html
Students choose and read one of the three articles:
 1. Business Case Studies UK “A Lloyds TSB case study.”
2. Sydney Morning Herald “These charts show exactly how much Three Case Studies:
Australia's workforce has changed since 1911” 1. Business Case Studies
3. News.com.au. “Young people can forget about fulltime work and job UK. (2018) A Lloyds TSB
stability”. case study. Retrieved
from
and complete an worksheet to identify the different types of changes taking https://businesscasestud
place at workplace and the reason for the changes.
ies.co.uk/lloyds-
tsb/changing-working-
Teacher walks around and provides guidance and feedback to students on their
work. patterns/the-changing-
work-environment.html
Brainstorm/ Oral presentation
Brainstorm the individual/social impact of the changes mentioned in your case 2. Sydney Morning Herald.
study/ article and make a poster to present to class. (2018) These charts show
exactly how much
Australia's workforce has
changed since 1911.
Retrieved from
https://www.smh.com.a
u/business/the-
economy/these-charts-
show-exactly-how-much-
australias-workforce-has-
changed-since-1911-
20170304-guqpo7.html

3. News.com.au. (2017)
Young people can forget
about fulltime work and
job stability, report says.
 Retrieved from:
https://www.news.com.a
u/finance/work/careers/
young-people-can-
forget-about-fulltime-
work-and-job-stability-
report-says/news-
story/c9017177a8fcf5c0b
d69186183f54ee4

-Laptop and Projector

-Student devices
-Student notebook
-Pen
-Coloured markers
-Butchers paper
 resea Visual Learning - Whiteboard and Markers
rch Students watch a video on which summarises National employment Laws -Student devices
and https://www.gotocourt.com.au/civil-law/workplace-discrimination/ -Student notebook
Term 2 evalu -Pen
ate Class discussion - projector
Week stere Based on the video watched and types of “employment stereotypes” -laptop
1: otyp
Lesson Brainstorm and list how intentional and unintentional stereotype can result from
es of Video link:
3 these stereotypes.
empl
oyme Class Debate Gotocourt.com.au. (2018)
nt Students to be split into two groups to debate the following: National Employment Laws
patte “ More flexibility is necessary at workplace” Australia. Retrieved from:
rns In doing so students to explore conflicting views of employers and employees
towards flexibility.
 https://www.gotocourt.com.au/
Online research task civil-law/workplace-
 prop Students to research and list strategies include legislations and support bodies discrimination/
ose available to employees to address workplace issues and concerns
strat
egies Teacher walks around and provides guidance and feedback to students on their Fairwork Ombudsman. (n.d.)
to work. Help resolving workplace issues.
addr Retrieved on 3 October 2018
ess from:
work https://www.fairwork.gov.au/w
place ebsite-information/related-
issue sites/unions-and-employer-
s and associations
conc
erns

 bene Mind map: Department of education and

fits Students to collaboratively brainstorm benefits of education and training for Training. (2017) Skills support for
of employment. individuals. REtreived from:
Term 2 educ https://www.education.gov.au/s
ation Research task in pairs: kills-support-individuals
Week and Research Department of Education Website and identify one Government’s
2: traini initiative to assist individuals in relation to training and employment. Discuss Task link:
Lesson with class. Teacher walks around and provides guidance and feedback to
ng
4 students on their work.
for The Good Universities Guide.
Teacher to ensures the class works towards preparing a variety of responses.
empl (2018)Australia's Largest Course
oyme Individual task Comparison Website. Retreived
nt from:
Search a career you’re interested in pursuing using
 https://www.gooduniversitiesguide.com.au https://www.gooduniversitiesgu
1. Which schools subject may help you in gaining the necessary ide.com.au
qualifications for this job.
2. List the qualifications necessary for this job
3. What is the current wages or salary for this job - Whiteboard and Markers
4. What do you think future employment prospects are for this job? -Student devices
Teacher walks around and provides guidance and feedback to students on their -Student notebook
work.
-Pen
- projector
-laptop

 types of Class discussion and review video. -Whiteboard and Markers

employ Review elements of a contract with the class drawing flowchart on whiteboard -Student devices
Term 2 ment to guide students understanding of the process. This discussion to be followed -Student notebook
contract by watching a short video on Elements of a contract as revision for students -Pen
Week s prior to starting topic of employment contracts. - projector
2: Video Link: https://www.youtube.com/watch?v=dErRpK5FhFw -laptop
Lesson −awards,
5 enterpris Video Link:
e Worksheet activity on types of employment contracts (individual and group
Dilegge, C. (2014, Nov 11)
work)
agreeme Elements of a Contract .
Students to complete worksheet individually than get and in groups and compare
nts Retreived from:
answers and add changes to answers where necessary.
Answers to be presented to class in groups. https://www.youtube.com/watc
−individu Teacher walks around and provides guidance and feedback to students on their h?v=dErRpK5FhFw
al work.
workplac Further information link:
e (Attachment 1: Worksheet Attached) Symonds, A. (2018, May 2).
agreeme What are the different types of
nts, employment contracts? (Part
Differential strategy: one). Retrieved from:
 common Video available to students who would like to review the contents or need https://www.youtube.com/watc
law additional assistance understanding the contents of the lesson. Video from: h?v=hSdvps8qr0A
contract https://www.youtube.com/watch?v=hSdvps8qr0A
s

−rights Extension task:

and “Why do you think employment contracts are important?”
entitlem
Allow yourself 10 minutes to write as much as you can on this question
ents of
casual,
part-
time and
full-time
employ
ment

Term 2  types of Internet research activity -Whiteboard and Markers

employ 1. Pick a job/ career and search the internet to identify difference -Student devices
Week ment between an award and an agreement. Identify the award conditions for -Student notebook
2: contract this job. -Pen
Lesson s Teacher walks around the classroom and provides guidance and feedback to - projector
6 students on their work. -laptop
−awards,
enterpris Students to compare answers in pairs and discuss with class.
e
Creative Group Activity and oral presentation
agreeme
Use your devices or markers and paper to draw a series of cartoons depicting
nts rights employees are entitles to. List and explain these in detail. Present your
work to the class.
 −individu Teacher walks around and provides guidance and feedback to students on their
al work.
workplac
e
agreeme
nts,
common
law
contract
s

Term 2 −rights Paired work- table comparison -Whiteboard and Markers

and Using your text read and summarise the specific rights and entitlements of -Student devices
Week entitlem casual, part-time and full-time employees in table form. -Student notebook
3: ents of Teacher walks around and provides guidance and feedback to students on their -Pen
Lesson casual, work - projector
7 part- -laptop
time and Answers to be discussed with class and put on the board as mind map.
full-time Video link:
Class Brainstorm- Implications of Unemployment
employ
Teacher draws mind map on board and students to come out and add what they
ment think is an implication of “unemployment” PBS News Hour. (2013, Dec7) The
long-term effects of
unemployment among young
Video Link: workers. Retrieved from:
 Une Students watch video to understand the overall implications of Unemployment https://youtu.be/JvcLX6M_AGA
mplo on Society:
ymen Video link: https://youtu.be/JvcLX6M_AGA The Guardian Australia. 2018,
t Feb 27) The answer is in the
The Guardian Australia: https://youtu.be/AgIuLsFi0Cc graph: unemployment and
 wages growth. Retreived from:
Online Worksheet: https://youtu.be/AgIuLsFi0Cc

Students to complete an interactive online worksheet on “Implications of

Unemployment”. Online worksheet will have hyperlink to unfamiliar terms
which students can click on to read further.

Teacher walks around and provides guidance and feedback to students on their
work

Term 2 Employmen  research a current employment relations issue that affects different -Whiteboard and Markers
t relations groups in society -Student devices
Week -Student notebook
3:  legal Video resource: https://www.youtube.com/watch?v=2-Hun4NUfUk -Pen
Lesson issue - projector
8 s Students to watch a short video to introduce the concept of “workplace -laptop
relati relations”.
ng to Video link:
the In pairs students to think of 3 work place relations issues and share with class.
work Teacher to list these issues on board for students to copy. Teacher walks Harley, S. (2015, Sep 9)
place around and provides guidance and feedback to students on their work Improving Workplace
Relationships. Retreived from:
−occupation OHS Class Activity https://www.youtube.com/watc
al health and h?v=2-Hun4NUfUk
safety Class discussion regarding OHS matter. Teacher uses laptop and designs an
OHS inspection template with students help using google forms. Teacher prints
form for students(1 per pair).
In pairs, students to conduct an OHS inspection of the classroom and write a
short OHS report with their findings. Teacher walks around and provides
guidance and feedback to students on their work

Individual activity: Short answers on OHS committee

Students to answer these questions using information from textbooks or

internet. Answers to be discussed as a class.

1. what is the role of OHS committee?

2. Identify the key members of the committee?
3. How are accidents and near misses recorded?
4. How are the above incidents or near misses addressed to ensure safety
in future?
5. Identify the health and safety risks faced by the individuals in the
following occupations:

i) Teacher
ii) Mechanic
iii) Police officer
iv) Miner

During the task Teacher walks around and provides guidance and feedback to
students on their work

Class debate: “Employees who face a higher Occupational Health and Safety
are paid higher remunerations”

Teacher to divide class into 2 groups ensuring the groups are equally balanced
in terms of ability. Rule is the same speaker cannot speak twice to encourage
everyone to participate and collaboration between students.
Term 2 Employmen  identify ethical and unethical workplace practices and investigate the -Whiteboard and Markers
t relations impact of these practices on individuals -Student devices
Week -Student notebook
3:  legal Group Activity: Make an awareness Poster -Pen
Lesson issue - projector
9 s Teacher divides students into mixed ability groups and asks them to design a -laptop
relati workplace awareness poster on one of the following legislations: -Butchers paper
ng to -Coloured markers
the 1. Anti-discrimination Act 1977 (NSW)
work 2. Racial Discrimination Act 1975 (Cwlth)
place 3. Sex Discrimination Act 1984 (Cwlth)
4. Disability Discrimination Act 1992 (Cwlth)
−anti- 5. Equal Opportunity for Women in the Workplace Act 1999 (Cwlth)
discriminatio 6. Human Rights and Equal Opportunity Commission Act 1986 (Cwlth)
n and unfair
dismissal Students to include the following information in their posters:

a. Explanation of the legislation

b. Who the legislation protects
c. What are the aims of the legislations
d. How to make a complaint

During the task Teacher walks around and provides guidance and feedback to
students on their work

Group presentation
 Groups to present posters to the class and explain the purpose of this
legislation and how it assists employees at workplace.

Term 2 Employmen  discuss the extent to which anti-discrimination laws protect individuals -Whiteboard and Markers
t relations in the workplace -Student devices
Week -Student notebook
4:  legal Research activity and oral presentation: In pairs -Pen
Lesson issue - projector
10 s Find articles on three of the following issues: -laptop
relati
ng to 1.discrimination at workplace Resource link:
the
work 2. racial discrimination or discrimination against indigenous Australians at Australian Human rights
place workplace Commission. (2010) Resource
Sheet: Young People at
−anti- 3. Sex discrimination at workplace workplace.
discriminatio Retrieved from:
n and unfair 4. The glass ceiling https://www.humanrights.gov.a
dismissal u/
5. Equal opportunity in workplace
Identify the article, date and the source of the article and writing a brief
summary regarding same. Be prepared orally present your finding to the class.

During the task Teacher walks around and provides guidance and feedback to
students on their work

Class discussion and brainstorming activity

Teacher initiates a class discussion whether anti-discrimination legislations are

always effective preventing workplace discrimination.

Students brainstorm reasons why anti-discrimination legislations may not be

effective.

Mind map to be copied by students in notes or devices. Students can also take
a photo of the notes.

Australian Human Right Commission: Activity

Teacher introduces Australian Human Rights Commission and the resources

available to young people titled “ Young people in the Workplace” designed to
educate young people regarding their rights at workplace. Teacher advises
students to save a copy of this file as notes for this unit as it contains useful
information regarding workplace rights and the issue of discrimination.

https://www.humanrights.gov.au/sites/default/files/content/education/young_peo
ple_in_the_workplace/rightsED_Young_People_in_the_Workplace.pdf
 Individual activity:

Read pages 32 to 34 of the above “ Young people at Workplace” and complete

the activity sheet on page 35. Responses to be discussed with class.

During the task Teacher walks around and provides guidance and feedback to
students on their work

Employmen Individual activity: -Whiteboard and Markers

Term 2 t relations -Student devices
Week What is the between “unlawful “ and “unfair dismissal? Give an example -Student notebook
4:  legal of each type of dismissal. -Pen
Lesson issue - projector
11 s Internet research task: Using the -laptop
relati http://www.airc.gov.au/dismissals/employees.htm website. Identify the
ng to steps involved in lodging a complaint against unfair dismissal. Resource link:
the
work Answers to be discussed as class and put on the board for students to Australian Industrial Relations
place copy. Commission (AIRC). (2008)
Employees—making a claim.
Mock trial Video: Unfair Dismissal and Online worksheet Retreived from:
http://www.airc.gov.au/dismiss
als/employees.htm
 −occupation https://www.youtube.com/watch?v=IDABMfPKFGg
al health and Video link:
safety In pairs students to watch a video and complete online worksheet regarding Fairwork Australia. (2014, Jun 4)
the mock trial on unfair dismissal. Teacher to specify the section of the video Workplace Relations Education
−anti- students to watch. Online worksheet will have hyperlink to unfamiliar terms Series 2014—Mock unfair
discriminatio which students can click on to read further. dismissal hearing. Retreived
n and unfair from:https://www.youtube.com
dismissal Roleplay activity: In Groups /watch?v=IDABMfPKFGg

In groups, prepare a play with script to enact a workplace incident which

includes discrimination or unfair dismissal.

After the play members of the groups have to:

1. Identify the incident and legislations which aims to prevent this at

workplace
2. What actions should the victim/s take with respect to the incidents

During the task Teacher walks around and provides guidance and feedback to
students on their work

Term 2 Employmen Class discussion: What do you understand by the term redundancy? -Whiteboard and Markers
Week t relations Follow up question: Do you know anyone who was made redundant? -Student devices
4: Encouraging students to share the knowledge on the subject matter. -Student notebook
Lesson  legal -Pen
12 issue Internet Research Task and oral presentation: In Pairs - projector
s Using your devices research and identify 2 current issues in relation to -laptop
relati redundancy.
 ng to What is the difference between voluntary and involuntary redundancy. Give
the example of both.
work Present this information to the class. Ensure your information is from a reliable
place source.

−redundanc During the task Teacher walks around and provides guidance and feedback to
y and students on their work
retraining

Individual writing task: You have been working for a company for and 5 years
and have been made redundant without notice. Write a letter to the Fairwork
Ombudsman with your concerns regarding the redundancy.
Term 2 Employmen Building Vocabulary (individual or in pairs) -Whiteboard and Markers
Week t relations 1. a. Define the following terms: -Student devices
5: - privacy -Student notebook
Lesson  legal - Outsourcing -Pen
14 issue - Piecework - projector
s -laptop
relati b. Explain how these practices may raise ethical concerns at workplace. Butchers Papers and coloured
ng to markers
the This activity will give student a base to build their knowledge upon
work
place Brainstorming activity in groups:

−privacy Using butchers’ paper to draw mind map think of as many practices at
workplace which may raise concerns regarding employee privacy? Groups to
−outsourcin present answers to class.
g
 −piecework
During the task Teacher walks around and provides guidance and feedback to
students on their work

Class debate: -Whiteboard and Markers

-Student devices
-Student notebook
-Pen
- projector
-laptop

Teacher to divide class into 2 groups ensuring the groups are equally balanced
in terms of ability. Rule is the same speaker cannot speak twice to encourage
everyone to participate and collaboration between students.
Term 2 Employmen -Whiteboard and Markers
Week t relations Activity on Outsourcing: In pairs -Student devices
5: Refer to http://issuesatwork.weebly.com/outsourcing-and-piecework.html -Student notebook
Lesson  legal -Pen
15 issue - projector
s 1. In a table, list the advantages and disadvantages of -laptop
relati outsourcing.
2. In a table, list advantages and disadvantages of
ng to Resource link:
piecework.
the Gupta,S. & De Obieta, M. (n.d.)
work Issues at Work. Retrieved on 2
Groupwork: Research and poster on Piecework and Outsourcing.
place Investigate issues associated with either “Outsourcing” or “Piecework” and October 2018 from:
design a poster regarding problems associated with this type of work. Present http://issuesatwork.weebly.com
your work to the class. /outsourcing-and-
piecework.html
 − outsourci Kahoot Quiz: Individual task
ng
Using Commerce.dot.com textbooks read “Copping it Sweat” article on pg. 106
− piecework and complete the kahoot quiz on the reading

Term 2 Employment  identify the role of unions and employer groups - Whiteboard and Markers
Week relations -Student devices
5: Prezi Presentation by Teacher -Student notebook
Lesson  the role -Pen
16 of unions A presentation on “trade unions” and “employer associations” - projector
and -laptop
employe Link: https://prezi.com/o_069xmnjhoq/the-role-of-unions-and-employer-
r groups groups/ Resource link:
Ng, T. (2013, Oct 13). The Role of
Students to copy notes in books or devices. Unions and Employer Groups.
Retrieved from:
 assess the changing role of unions and employer groups https://prezi.com/o_069xmnjho
q/the-role-of-unions-and-
Activity: In pairs employer-groups/

Create a poster, timeline or a flowchart representing the changing role of unions

and employer groups. You may use the following website for information:
https://www.actu.org.au/actu-media/archives/2001/the-changing-role-of- Fairwork Ombudsman. (n.d.)
employer-and-employee-organisations Unions and Employer
Associations. Retrieved on 16
Internet research Activity: October 2018 from:
https://www.fairwork.gov.au/w
Using the links below: ebsite-information/related-
 https://www.fairwork.gov.au/employee-entitlements/industrial-action-and- sites/unions-and-employer-
union-membership/the-role-of-unions associations

https://www.fairwork.gov.au/website-information/related-sites/unions-and-
employer-associations

1) List five trade unions. Investigate and list the services the union offers to its
members. Australian Council for Trade
2) Select two Associations from fair work website and identify: Unions. (2001). The Changing
a) The aims of the selected associations. Role of Employer and Employee
b) The services it offers members. Organisations. Retreived from:
3) https://www.actu.org.au/actu-media/archives/2001/the-changing-role-of- https://www.actu.org.au/actu-
employer-and-employee-organisations media/archives/2001/the-
changing-role-of-employer-and-
Using the above website, select a current campaign and design a one page employee-organisations
workplace brochure about the campaign.

During the task Teacher walks around and provides guidance and feedback to
students on their work

ICT Task : Attachment 2

Teacher to explain ICT task and students to work on same in pairs. Teacher
advises time will be allowed to complete same during the next lesson. Teacher
walks around providing feedback and assisting students where necessary.

Term 2  resolving Class Brainstorming activity: -Whiteboard and Markers

Week disputes Brainstorm the types of disputes which could arise at workplace. Students to -Student devices
6: come out and add a branch of thought to the activity. -Student notebook
-Pen
Lesson −grievan Activity: paired work. - projector
17 ce -laptop
procedur 1. Explain what a grievance procedure is? - Assessment task copies for
es 2. Assuming this class is your workplace, design a set of grievance procedures students
for this class.
−negotia
tion, Group Activity: Role Play
mediatio
On Butchers paper List and summarise 5 steps to resolve workplace disputes.
n,
Present work to class.
conciliati
on and Follow the presentation with a hypothetical workplace dispute role play and
utilise the above steps to resolve the matter.
a
r
bWhile students work on the task Teacher walks around and provides guidance
iand feedback to students on their work
t
r
aAssessment for Learning
tTeacher hands out Assessment for Learning and explains the task to the students.
iTeacher advises the task is due for submission in three (3) weeks. in the first
olesson of Week 10.Studnets are advised they will be allowed in class time to
ncomplete assignment as well starting from next lesson. Teacher allocates
students into mixed ability groups for the assignment.

ICT Task continued : Attachment 2

Students to continue working of ICT task from previous lesson. Teacher walks
around providing feedback and assisting students where necessary.
Term 2 Taxation and Individual Task: Building Vocabulary -Whiteboard and Markers
Week superannuat -Student devices
6: ion Identify the following term and write a sentence utilising the term: -Student notebook
Lesson  assessable income -Pen
18  taxat  group certificate - projector
ion  income tax -laptop
 personal deductions
 superannuation
− reasons
 tax
for taxes

− types of
Research activity: In Pairs
taxes 1.
Investigate different types of taxes in Australia and complete the table below:
− processes Tax Description Who is liable to pay
of paying
taxes

2.Research and identify main sources federal income and expenditure for the
past financial year.

4) Search and list the income tax brackets for 2018 tax year.
5) Using the tax brackets above calculate the tax payable by an individual who
earns:
i) $25,600 per annum
ii) $96,500 per annum
 While students work on the task Teacher walks around and provides guidance
and feedback to students on their work

Class debate: “For and against reducing Income tax and increasing Goods and
services Tax”

Assessment for Learning: Attachment 3

Half of the lesson time allocated for students to work on the assessment task.
Teacher introduces and models how to use the different presentation tools
suggested to guide students. Teacher provides constructive feedback to groups
during his time.

Term 2 Taxation and Class Discussion: -Whiteboard and Markers

Week superannuat Identify the difference between progress tax and flat tax. -Student devices
6: ion -Student notebook
Lesson As a class identify and discuss processes of paying tax. -Pen
19  taxat - projector
ion Individual Task: Complete an income tax return: -laptop
- Tax return forms for students
− reasons Teacher to project income and deductions for individual “X” on the board and
students to complete the income tax return form for this person based on the last
for taxes
tax years tax brackets.
− types of
Group Work:
taxes
Assume you are given the responsibility to govern the school. You have to raise
− processes $10,000 by the end of this year. Which activities would allocate taxes to and
of paying why. Creatively present your responses to the class.
taxes
 While students work on the task Teacher walks around and provides guidance
and feedback to students on their work.

Assessment for Learning

Half of the lesson time allocated for students to work on the assessment task.
Teacher assists students and provides constructive feedback to groups during his
time.

Term 2 Taxation and Introduction video on Super: -Whiteboard and Markers

Week superannuat https://www.youtube.com/watch?v=9tN5zYppkE0 -Student devices
7: ion -Student notebook
Lesson -Pen
20  Supe Class discussion and flow diagram - projector
rann -laptop
uatio Discuss and draw a flow diagram to depict employer superannuation
obligations, how funds are invested and return of superannuation funds to
n Video resource:
employees

Internet research task: Australian Super.(2017, Mar 20)

What is Superannuation? [video
(1) Why is superannuation mandatory file] retrieved from:
(2) What is the purpose of superannuation guarantee https://www.youtube.com/wat
(3) Find 3 advertisement for super funds and outline what they aim ch?v=9tN5zYppkE0
to provide customers.
(4) How would you select your super fund?
(5) List the advantages and disadvantage of superannuation
ABC, The Checkout. (2014, Mar
While students work on the task Teacher walks around and provides guidance 6) SUPERANNUATION FUNDS |
and feedback to students on their work The Checkout | ABC1 [Video File]
retrieved from:
 https://www.youtube.com/watc
h?v=c7c4Z6rZy3U
Video resource:

Fun Video by ABC on Superfunds:

https://www.youtube.com/watch?v=c7c4Z6rZy3U

Followed by class discussion:

1. What is the video trying to portray

2. How does this affect your perception of superfunds?
3. What can you do to ensure maximum super benefits?

Answers to be noted in books or devices.

Term 2 In class time Teacher suggests some useful sites and resources helpful for the assessment
Week allowed for task.
7: Assessment
Lesson for Learning Students work in groups while teacher walks around and provides assistance
21 where necessary.
Term 2 In class time Teacher suggests some helpful tips for the assessment based on her observations
Week allowed for from the previous lessons.
7: Assessment
Lesson for Learning Students work in groups while teacher walks around and provides assistance
22 where necessary.
Term 2 New Topic
Week
8:
Term 2 New Topic
Week
8:
Term 2 New Topic
Week
8:
Term 2 New Topic
Week
9:
Term 2 New Topic
Week
9:
Term 2 New Topic
Week
9:
Term 2 Assessment for Learning Due
Week
10: Group Presentations Start
Term 2
Week Group Presentations Continue
10:
Assessment of Resources
learning details

Assessment for Assessment for learning will be a take home task aimed at assessing student’s knowledge on the said outcomes.
learning includes
making a presentation Students are asked to design a pamphlet, use PowerPoint Presentations, Prezi or Weebly.com (for Webpage) as
on “Employment presentation tools for their assessment. This will give students hands on experiences with ICT tools which they are
Matters” for younger most likely to employ at work, hence enhances their technical skills. It also aims to enhance student’s collaboration
students in school who skills as it requires them to work efficiently together to complete the task.
are eligible for entering
workforce in the
The task is aimed at assessing the overall understanding of the unit as it requires students to re-write and present
current year.
the information taught over the duration of this unit in their own words.
Evaluation of the
learning and teaching
Teacher observation Students will be evaluated via teacher observation during the course of this unit. This unit includes a variety of
Work submitted by learning activities will allow the teacher to evaluate student’s understanding of the contents being taught.
students for the
Assessment for Students will be further evaluated on the work submitted for the Assessment for learning task, as the task requires
Learning task them to summarise the learnings of the entire unit in their own words.
Attachment 1
Worksheet: Types of Contract

1. Match up the terms relating to elements of a contract to its correct meaning:

Term Meaning
Acceptance An agreement which is enforceable by law
Offer Terms and agreement which apply to an employment contract
Consideration When you agree to the terms and conditions of a contract
Employment The benefits both parties will receive from a contract
contract
Contract This type of contract is safer than verbal contract
Written Contract A legally binding formal agreement between an employer and an
employee
2.
Type of Contract: Award
Main features:

Advantages: Disadvantages:

3.
Type of Contract: Enterprise agreement
Main features:
 Advantages: Disadvantages:

4.
Type of Contract: Common Law Contracts
Main features:

Advantages: Disadvantages:
Attachment 2

ICT Activity: Develop a Web Page

Pair up with a buddy for this task!

You have been allocated the task to form a Trade Union for the Students of the school.
Create a Webpage using Weebly.com for your Organisation. Your Webpage should include
the following information:

1. What re the aims of your organisation?

2. What are the services this organisation will offer members?
3. What are the benefits and costs of joining this organisation?
4. How can members contact this organisation?
5. Include 3 current campaigns that the organisation is running for the benefit of its
members.

Be sure to make your webpage appealing and attractive to your audience.

Attachment 3

Assessment for Learning

Employment Issues: Assessment Task 1
Course: Year 10 Commerce
Unit of Work: Employment Issues
Assessment Weight: 20%
Issue Date: Term 2, Week 6 Due Date: Term 2, Week 10

Outcomes Assessed:

5.1 applies consumer, financial, business, legal and employment concepts and terminology in a
variety of contexts
5.2 analyses the rights and responsibilities of individuals in a range of consumer, financial,
business, legal and employment contexts
5.3 examines the role of law in society
5.4 analyses key factors affecting commercial and legal decisions
5.5 evaluates options for solving commercial and legal problems and issues
5.7 researches and assesses commercial and legal information using a variety of sources
5.9 works independently and collaboratively to meet individual and collective goals within
specified timelines

Task:
You will be allocated into groups of three (3) to complete this task.
You have been selected by the school to present “Employment Matters” to a group of
students who will be eligible to enter workforce in the coming year.
In your presentation you have to include the following:

1. Benefits of being employed

2. Types of employment available
3. What determines the right job for a person
4. Benefits of Education and Training for employment
5. Where to look for job and application procedures
6. Appropriate attire for interviews and employment
7. What are the rights and responsibilities of Employees and Employers
8. Arguments for and against joining a “Trade Union”
9. The process of workplace dispute resolution
10. Explain workplace awards and where to check award rates
11. Explain the Australian Income TAX System.
12. Explain what is Superannuation and how it work.

You can present your work as an Information Pamphlet, Power point Presentation, Prezi or
as a Webpage. You are able to incorporate links of useful websites or videos to aid your
presentation, however ensure that you reference the sources you have used. Remember,
this Assessment needs to be in your own words. You cannot copy and paste information
from sources.
You will be allocated in class time, two half lessons in week 6 and two lessons in week 7, to
complete this task in class. You will have to arrange additional meetings (max two) during
lunch time or after school to complete this task.

All members of the group need to put in equivalent effort into the task. You will be asked to
complete an evaluation from on your group members and submit it discretely to your
teacher after your presentation. (To be submitted individually and separate to the
assignment.)

Submission and Presentation:

All assessments to be submitted to teacher during first lesson of week 10. Each group will
have 15 minutes to present their work, which will be equally divided to allow 5 minutes per
member. All members have to take part in the presentation. The presentations will take
place over 2 lesson lessons

Group Work: Peer Evaluation Form

Your name ____________________________________________________

Write the name of each of your group members in a separate column. For each person,
indicate the extent to which you agree with the statement on the left, using a scale of 1-4
(1=strongly disagree; 2=disagree; 3=agree; 4=strongly agree). Total the numbers in each
column.

Evaluation Criteria Group member: Group member:

Attends group meetings regularly

and arrives on time.

Contributes meaningfully to group

discussions.

Completes group assignments on

time.

Prepares work in a quality manner.

Demonstrates a cooperative and

supportive attitude.
 Contributes significantly to the
success of the assignment.

TOTALS

Other feedback:

Justification:
The contents of this unit equips students with vital information which not only informs these
Young adults of their rights and responsibilities as employees but also helps them to make
informed decisions regarding and at workplace. With respect to the teaching pedagogies, I
have included a range of techniques to make the unit more engaging for the students in order
to enhance their learning.
By Including activities which holds personal significance to students, intrigues students and
therefore engages them in the task. (Lewthwaithe et.al, 2015) This is achieved by including
brainstorming activities at the beginning of topics to encourage students to share their thoughts
and ideas with regards to the topics. This activity also forms the foundation of knowledge for
the remainder of the lesson. By framing the questions around the student, for example “what
is the right job for you” or “ you are selected to govern the school” is personal to the student
and also adds fun element to the task and at the same time assesses students understanding
based on the application of concept which taught. This fun twist aims to remove any academic
tags and encourage students to take part in task. Furthermore, by incorporating tasks which
are relevant and realistic to the student’s circumstances enhances significance and value of the
activities amongst students and thereby promotes authentic learning outcomes. (Johnson-Harris
& Mundscenk, 2014; Haley-Mize and Reeves, 2013)
The use of visual tools such as video is also more engaging for students as opposed to verbal
decryptions as it highlights the relevance of the topic with real-world references. (Almeida,
Breda, & Santas, 2016) it also acts like a differentail tool providing the less capable studnents
in the classroom a visual refernce to aid their leanring. Use of video also provides studnest a
point of refernce and therefore encourages them to particpate in activities as well as class
discussions.
By incorporating activities which involve use of ICT tools throughout the unit of work, such
as internet research tasks, online activities and promoting use devices to complete tasks, is also
aimed at increasing student engagement. ICT has become an integral part of day-to-day
learning of young people as such, as such students engage more positively with tasks which
involve ICT – this leads to better learning outcomes. (Condie and Munro, 2007; Luu and
Freeman, 2011) in the recent years, ICT skills have also become most sought employments
skill. (Tobia, 2017) By encouraging student to practice ICT skills via these classroom activities,
we are also preparing students for workplace. Furthermore, using online worksheets also acts
as a tool for differentiation. Use of online worksheets allows teacher to add hyperlinks to key
terms which students can then follow to better understand the requirements of the activity and
therefore aids students’ understanding (Miller & Lang, 2008)
While planning this unit, I have placed emphasis on the social support element, by promoting
collaborative learning work during class. Collaborative learning provides social support as
peers encourage each other to participate in activities and discussions. It also builds social skills
by encouraging students to liaise with peers who are outside of their social circle. Collaborative
learning also caters for different categories of learners who may be present in the class. By
allocating students in mixed ability groups, the more capable learners of the group are able to
assist and supplement the knowledge of the less capable learners. (Shabani et.al, 2010)
Another strategy involves providing timely feedback to students which supports student
engagement as they use this feedback positively to guide future learning. (Clarke & Pittaway,
2014) teachers’ feedback is important for students as it confirms their position on the task or
activity and guides them towards a positive learning outcome. By being actively involved
with students while they complete activities also allows teachers to assess students and or
correct their understanding as per need. (Johnson-Harris & Mundschenk, 2014).
References

Chapman.S., Freak. M. (2005) New Concepts in Commerce. (2nd ed.). Milton, Queensland:
John Wiley & Sons Australia

Clarke, M. & Pittaway, S. (2014). Marsh’s Becoming a Teacher (6th ed.). French’s Forest,
Australia: Pearson Australia.

Condie, R., & Munro, R. (2007). The impact of ICT in schools: A landscape review.
Strathclyde: University of Strathclyde.

Haley-Mize, S., & Reeves, S. (2013). Universal Design for Learning and Emergent-literacy
Development: Instructional Practices for Young Learners. Delta Kappa Gamma
Bulletin, 79(2), 70-78.

Johnson-Harris, K., & Mundschenk, N. (2014). Working Effectively with Students with BD in
a General Education Classroom: The Case for Universal Design for Learning. The
Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(4), 168-174.

Lewthwaite, B., Osborne, B., Lloyd, N., Llewellyn, L., Boon, H., Webber, T., Laffin, G.,
Kemp, C., Day, C., Wills, J., and Harrison, M. (2015) Seeking a pedagogy of difference:
What Aboriginal students and their parents in North Queensland say about teaching and
their learning. Australian Journal of Teacher Education (Online), 40(5), pp 132-159.

Luu, K. & Freeman,G.J. (2011). An analysis of the relationship between information and
communication technology (ICT) and scientific literacy in Canada and
Australia. Computers & Education, 56(4), 1072-1082.

Miller, D. K. & Lang, P. L. (2016). Using the Universal Design for Learning approach in
science laboratories to minimise student stress. Journal of Chemical Education, 93(11),
1823-1828.

Shabani, K., Khatib, M., & Ebadi, S. (2010). Vygotsky's Zone of Proximal Development:
Instructional Implications and Teachers' Professional Development. English Language
Teaching, 3(4), English Language Teaching, 11/16/2010, Vol.3(4)
Tobia, J. (2017). Effective teaching strategies to promote college and career readiness in high
school special education). ProQuest Dissertations & Theses Global. Retrieved from:
https://searchproquest.com.ezproxy.uws.edu.au/docview/1898175548?accountid=361
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