Shrikanth Bharadwaj: 44620098 EDTE4220 AT3

2020-2021 SCOPE AND SEQUENCE – YEAR 12 BUSINESS STUDIES

Week 1 2 3 4 5 6 7 8 9 10 11
Term 4 Topic 2: Marketing. 25% of indicative time (30 hours) 28 lessons Holidays
2020 7 lessons x 4 cycle x 65 minutes = 30.3 hours

Term 1 Marketing Outcomes H1, 2, 3,

Topic 2: Finance. 25%4, 5,
of6, 7, 8, 9, 10,
indicative time. (30 hours) 28 lessons Holidays
2021 Cont’d 7 lessons x 4 cycle x 65 mins = 30.3 hours

Term 2 Outcomes H2, 3, 4, 5, 6, 7, 8, 9, 10

Topic 3: Operations. 25% of indicative time (30 hours) 28 lessons Holidays
2021 7 lessons x 4 cycle x 65 minutes = 30.3 hours

Term 3 HSC
Outcomes H1, 2, 3, 4, 5, 6, 7, 8,
Topic 4: Human
9 Trial Topic 4: Human Resources 25% of indicative time (30 hours) 28 lessons Holidays
2021 resources Examinations 7 lessons x 4 cycle x 65 minutes = 30.3 hours

Outcomes H2, 3, 4, 5, 6, 7, 8, 9

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Topic: Finance Subject: Business Studies Stage: 6
Core Focus
The focus of this topic is the role of interpreting financial information in the planning and management of a
business.
Big ideas/key concepts
The key concepts I want student to learn are that:
§ Profit maximisation is the primary goal of a
business.
§ Effective financial management leads to this goal
§ Role, influences, and processes of financial
management is crucial to analysing profitability
and evaluating funds, in order to meet the primary
goal of a business.
§ Strategies can be implemented, if a business is
making a profit or loss, in order to meet a profit
maximisation goal
Place in scope & sequence
Can be seen in page 1 (Topic 2)
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Hours/No. of lessons
30 hours (28 lessons)
Why does this learning matter?
The learning matters because:
This learning allows for students to gain critical thinking skills that are crucial in a 21st century world. By understanding the
primary goal of a business, students are able to target their learning in order to meet this goal, developing critical thinking
skills along the way.
This learning also encourages self-regulation in students. If they are not meeting the primary goal of the business, students
can problem solve in order to analyse why and thus develop strategies.
Common student misconceptions in this topic area &
Understanding Goals – explicitly state what you want students to understand
Misconceptions:
• Students often assume that the math in this topic may be quite difficult.
• That the content being taught is not relevant to their personal lives.
• If a business is making profit, evaluating financial position is unnecessary.
Understanding Goals:
• Profit maximisation is the primary goal of a business
• Effective financial management is crucial not just to businesses but also to personal lives (especially with our current
ageing population
• Evaluating the financial position of a business is necessary even if they make a profit. Maintaining a profit is as
important as achieving a profit
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Syllabus Outcomes

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

H3 discusses the social and ethical responsibilities of management
H4 analyses business functions and processes in large and global businesses
H5 explains management strategies and their impact on businesses
H6 evaluates the effectiveness of management in the performance of businesses
H7 plans and conducts investigations into contemporary business issues
H8 organises and evaluates information for actual and hypothetical business situations
H9 communicates business information, issues and concepts in appropriate formats
H10 applies mathematical concepts appropriately in business situations

ICT/ Target areas Formal Assessment (and outcomes assessed).

Type of task: Summative Weighting: 25%
Inquiry learning and self-regulation skills via research is Outcomes assessed:
exemplified in the role, influences, management and evaluates the effectiveness of management in the performance of businesses
strategies of finance
explains management strategies and their impact on businesses
organises and evaluates information for actual and hypothetical business situations
Assessment components:
Knowledge and understanding of course content
Stimulus-based skills
Inquiry and research
Communication of business information, ideas, and issues in appropriate forms
Position in program: Weeks 2-8
Include details of the assessment in the program.

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Students learn about:
(Note targeted student
misconceptions here in italics)
• strategic role of financial
management
Students may think that the role
of financial management is only
to achieve a profit, but it is also
to maintain it.
• objectives of financial
management
– profitability, growth,
efficiency, liquidity,
solvency
– short-term and long-term
• interdependence with other
key business functions
Students may have the
misconception that finance,
operations, marketing, and HR
are separate entities in a
business, but they are all
interconnected.
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Integrated Learning Experiences, ‘Learn to’ statements + other Resources Reg.
Assessment and Feedback evidence of learning (indicators).
(aligned to outcomes)
Refer to starter story ‘Financial
challenges for Pizza Plus’: what are the
examples of strategic thinking? Business Studies in Action HSC Course
Examples of financial objectives.
Explain the term profit maximisation.
Examples of influences on financial
management. Example of
interdependence with operations.
eGuidePLUS, eBookPLUS and concept cards
Each objective: what is the objective, (contains objectives)
why is it important to a successful
business and is it more short or long
term? (Bloom’s Taxonomy of
questions.) The Snapshot ‘Plan for
pitfall’ shows the importance of
financial planning (text). • Students learn to explain potential
Task 1: Hypothetical: students set up a conflicts between short-term and
hot food stall, to serve the school during long-term financial objectives
breaks. Students working the stall will
be paid according to their age. Supplies Evidence of learning based on student’s
need to be bought. Marketing needs to ability to maximise profit and
be done. Students then to work towards
the goal of profit maximisation for this
understand the interdependence with
business with students in the school marketing, operations and HR.
given fake money to purchase in the
stall of their choice. Winner receives a
prize.
(A) Clear alignment between outcomes
and activity. Aligns with assignment as
it has students understand the clear goal
of profit maximisation. Reporting via
feedback aligns with outcomes
(objectives and interdependence)
(C) Core idea of profit maximisation
instilled at the beginning of topic.
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• internal sources of finance –
retained profits
That owners and businesses are
the same entity.
• external sources of finance
– debt – short-term
borrowing (overdraft,
commercial bills,
factoring), long-term
borrowing (mortgage,
debentures, unsecured
notes, leasing)
– equity – ordinary shares
(new issues, rights issues,
placements, share
purchase plans), private
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Use a search engine to identify the
importance of financial management.
(ICT) Buzzle.com/article/importance of-financial-
planning
Introduce Assessment Task:
Students have 6 weeks to complete
Students to be given a hypothetical See AFL task below for evidence of learning Invetsmenttechnology.com.au
business with financial position given
and they must analyse the profitability
of the business, evaluate funds, and
come up with financial management
strategies that allow for them to reach
the goal of profit maximisation.
(B) Assessment for learning links to
syllabus outcomes and learning.
Feedback given will allow for student
reflection. https://www.fool.com/knowledge-
Students must understand that in center/accounting-examples-of-long-term-vs-
financial terms the business is a separate
entity to its owners. For example, if an short-term-deb.aspx
owner contributes money, the business
will always owe this until the owner
withdraws. Use text for main features
Concept cards
Debt: Determine difference between
short- and long-term debt. Relate to
uses. See websites for examples of each.
What are the rates and why does a
business use these types of finance?
Introduce long-term debt with websites
to show rates and conditions. Use text
for definitions. Also see government
website for simple definitions.
Introduce equity, provide examples from
websites. Clearly distinguish between
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equity debt and equity and the costs of each.

Use concept cards to distinguish.
Provide definition on the back, students
Students may confuse debt vs have to identify the source of finance,
state what type it is, and state its cost.
equity (M) direct instruction
(N) case studies for examples

Task 2: Students are to organise leasing

finance for a hypothetical business and
present it. (Vehicles, computers, Evidence of learning based on how students
equipment.) What leasing finance is
available and what are the advantages to organise leasing for hypothetical business
the business? How can the wrong type
of debt lead to a business moving away and quality of presentation.
from their goal profit maximisation?
Verbal and peer feedback given on type
of leasing finance chosen and
presentation.
(G) promotes self-regulation. Goal of
profit maximisation is set, and peer
feedback is given based upon this goal.

Assessment task lesson:

Students to evaluate the best type of
finance for their hypothetical business
and list advantages and disadvantages.
How will this lead to profit
maximisation
(H) Assessment promotes higher order
thinking by having students evaluate
(M,N) Assessment promotes inquiry
learning

Read the Snapshot ‘How to get cash

• financial institutions – banks,
from banks’. Use the text for students to
investment banks, finance create a table: one column for types of RBA.gov.au
companies, superannuation
institutions, one for type of finance
funds, life insurance
available to business, and another for
companies, unit trusts and the examples in financial markets. (RBA
Australian Securities
website.)
Exchange

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• influence of government –
Australian Securities and
Investments Commission,
company taxation
• global market influences –
economic outlook, availability
of funds, interest rates
Students may have the
misconception that business in
Australia can only be
influenced by Australia and not
the global market
• planning and implementing –
financial needs, budgets,
record systems, financial
risks, financial controls
– debt and equity financing
– advantages and
disadvantages of each
– matching the terms and
source of finance to
business purpose
EDTE4220 AT3
Quick review of ASIC website to show
accountability of company behaviour to
government. Company tax is a ASIC.gov.au
proportional tax. What is the rate?
• Students learn to analyse the
World Bank website provides a current influence of government and the
global outlook. Ask students to identify
how global examples of growth or global market on financial https://www.worldbank.org/en/publication/global-
decline may affect exporters
How can this affect the profitability of a management economic-prospects
business?
(M) Independent investigation Evidence of learning based on how
Global Finance magazine (online) students relate the influence of the
provides an insight into the availability
for funds. https://www.gfmag.com
global market to the profit
Students are to identify costs and
benefits of borrowing from an overseas
maximisation of a busines.
financial institution.
(K) Identifying costs and benefits from
article promotes literacy, reading and
online.
Evidence of learning based on how
students match source of finance to
business purpose.
Create a scenario: opening a café.
Choose a variety of finance. Mix debt
and equity. Have students match source
and purpose.
(M) application
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• monitoring and controlling –
cash flow statement, income
statement, balance sheet
Students may have the
misconception that these are
hard to remember due to the
number of components. (Visual
format makes it easier to
memorise components)
• financial ratios
– liquidity – current ratio
(current assets ÷ current
liabilities)
– gearing – debt to equity
ratio (total liabilities ÷
total equity)
– profitability – gross profit
ratio (gross profit ÷
sales); net profit ratio (net
profit ÷ sales); return on
equity ratio (net profit ÷
total equity)
– efficiency – expense ratio
(total expenses ÷ sales),
accounts receivable
turnover ratio (sales ÷
accounts receivable)
– comparative ratio analysis
– over different time
periods, against
standards, with similar
businesses
Students have the
misconception the math in this
section is difficult. (Relating to
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Cashflow statements: items included, its
purpose for management, hypothetical
six month statement drawn up for café
from previous task on debt vs equity.
• Students learn to calculate key
Task 3: Students are to create a poster
using the statements and figures from financial ratios
the text. (Income statement, cashflow
statement and balance sheet) Evidence of learning is based on quality Students may choose websites like Canva or
(E,F) Task is chunked out via the use of
poster. Concepts can be fleshed out and content of students’ posters and spark.adobe.com (or any other website that allows
whilst actively addressing student
misconceptions about the math in this assessment, as well as how they link the for electronic posters) to make their poster
section
(K) posters promote visual literacy and need for these ratios to the goal of
financial ratios promote numeracy
profit maximisation.
Explain how these can help a business
attain their goal -> link to assessment
(E) Building upon prior learning and
relating to hypothetical.
Show relationship between reports and
this gives a context for ratios and shows
their origin. When studying
management strategies later, these • Students learn to assess business
posters are an important source
performance using comparative
Assessment lesson:
Interpretation: what do the results ratio analysis
indicate about the business
Performance: comparative ratio analysis. Evidence of learning based on assessment
Assessment lesson:
Students to evaluate the financial
position of their business using the
income statement, balance sheet and
cash flow statement scenario given to
them. Are they making a profit/loss?
What are some reasons for this position
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Shrikanth Bharadwaj: 44620098
assessment, giving context and
visual format allows for
students to relate and therefore
remember)
• limitations of financial reports
– normalised earnings,
capitalising expenses, valuing
assets, timing issues, debt
repayments, notes to the
financial statements
• ethical issues related to
financial reports
Students may have the
misconception that the
businesses who act the most
unethically make the most
money
• cash flow management
– cash flow statements
– distribution of payments,
discounts for early
payment, factoring
• working capital management
– control of current assets –
cash, receivables,
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Limitations: class to be divided into six
• Students learn to identify the
groups. Each is assigned one limitation.
The group is to provide a definition and
limitations of financial reporting
an example of how this may mislead.
How do these limitations affect a
Evidence of learning based on questions
business in maximising profit?
Verbal feedback provided to each group
posed to students and how they link
on definition and example and
answering the question
limitations to profit maximisation goal.
(K,L) Collaboration and peer feedback
promotes speaking literacy
• Students learn to examine ethical
What is the difference between legal and
ethical issues that relate to financial
financial reporting practices
reports?
Explain how a business can act ethically Business Studies in Action HSC Course
Evidence of learning based on how students
in its reporting. Snapshot ‘GST and
BAS’.
differentiate between legal and ethical
(D) Ideas of ethical reporting/being
ethical can be used in students’ wider
reporting.
studies
Use syllabus terms to show how the
cash flow of the hypothetical business
can be managed. Provide examples for
each syllabus term.
Students use their posters to locate each
of the working capital management
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inventories
– control of current
liabilities – payables,
loans, overdrafts
– strategies – leasing, sale
and lease back
• profitability management
– cost controls – fixed and
variable, cost centres,
expense minimisation
– revenue controls –
marketing objectives
Students may have the
misconception that strategies only
need to be put into place when a
company is making a loss (just as
important to maintain profit)
EDTE4220 AT3
strategies. Students add these strategies
to their posters. Also add benchmark
figures such as 2:1 for current ratio etc. Student posters from previous weeks
Text provides simple explanation.
Emphasise the importance of good
working capital management.
Students create a mind map for working
capital management; one branch for Spark.adobe.com or canva for student mind map
each dash point from syllabus. From
these are the syllabus strategies, e.g.
cash, receivables, inventories. Each has
its own sub branch. Add strategies from
text
(L) individual learning tasks that relate
to outcomes • Students learn to recommend
Students to use this mind map to strategies to improve financial
evaluate strategies for the hypothetical
business for assessment. performance
Cost controls: review income statement Evidence of learning based on strategies
and balance sheets on posters to show
differences between variable and fixed students recommend for their hypothetical
costs. Review expenses and identify
how these may be minimised. business in assessment.
Assessment lesson:
Complete Snapshot ‘The price is right or
is it?’ to introduce revenue controls.
Review the three strategies suggested in
text. Students to apply them as needed to
their assessment hypothetical business to
demonstrate the strategy.
(N) text studies
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• global financial management Visit websites to show various global https://tradingeconomics.com/country-

– exchange rates interest rates. (Emphasise that interest
rates are the cost of finance.) list/interest-rate
– interest rates
– methods of international Students create a table: methods of • Students learn to compare the risks
payment – payment in payment, definition, level of risk. Use
advance, letter of credit, text as source. involved in domestic and global
clean payment, bill of
exchange For hedging and derivatives see Investor financial transactions
– hedging Buddy website for definitions and
– derivatives explanations. Also visit Macquarie Bank Evidence of learning based on students https://buddy.com/asx-announcements/
website for a full range of hedging and
derivative products. Consolidate with tables. https://www.macquarie.com.au
text summary.
(N) case studies

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Teacher Evaluation

(I) Teacher evaluation promotes reflection amongst staff

(J) Teacher evaluation to ensure that program is realistic and sustainable

Year:

Course:

To what extent were the learning outcomes achieved?

1 2 3 4 5

Very Poor Very Successful

To what extent were the learning activities relevant, varied and catered for individual differences?

1 2 3 4 5

Very Poor Very Successful

To what extent were the resources useful and accessible?

1 2 3 4 5

Very Poor Very Successful

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Shrikanth Bharadwaj: 44620098 EDTE4220 AT3

To what extent do the strategies and resources contribute to the development of student literacy?

1 2 3 4 5

Very Poor Very Successful

To what extent were you successful in assessing student achievement of the outcomes?

1 2 3 4 5

Very Poor Very Successful

To what extent was the time allocated/length of the unit appropriate?

1 2 3 4 5

Very Poor Very Successful

To what extent was technology incorporated effectively into student learning?

1 2 3 4 5

Very Poor Very Successful

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Task 1:
Instructions:
Hypothetical
Work in groups to set up a hot food stall, to serve the school during breaks. Your team working the stall will be paid according to their age. Think
about the supplies that need to be bought, and what marketing needs to be done. You are then to work towards the goal of profit maximisation for this
business. Students in the school, and a panel of judges, which include teachers and school leaders, are given fake money to purchase in the stall of their
choice. The team who makes the largest profit receives a prize.
Outcomes:
Analyses business functions and processes in large and global businesses
Evaluates the effectiveness of management in the performance of businesses

Feedback:
Written and verbal feedback given to students based on the profit they made in their hypothetical food stall. Written feedback from teacher and verbal
feedback from panel of judges.

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Task 2:
Instructions:
In groups, you are to organise leasing finance for your hot food business, as you wish to expand. (Vehicles, computers, equipment, whatever you think

is necessary).
Answer the following questions and present it to the class in a media format of your choice:
1. What leasing finance is available and what are the advantages of each one to your business?
2. What type of leasing finance will you be using and why? Be specific in your answer, not just “short-term debt”
3. What is the cost of your chosen type of finance?
4. How can the wrong type of finance option for a business lead to a business moving away from the goal of profit maximisation?
Outcomes:
Organises and evaluates information for actual and hypothetical business situations
Communicates business information, issues and concepts in appropriate formats
Feedback:
2 stars and a wish feedback from both teacher and peers. This will be based on how they answered the questions and presentation skills.

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Task 3
Instructions:
You are to work individually to create a poster using the all the statements and figures from the textbook that monitor and control a business’s financial

position, as well as the financial ratios we have gone through in class. The terms you need to include are:
Income statement:

- List all items (see text)

- Calculation for cogs

- Gross profit and GP Ratio with calculations. Emphasise how this is used by managers to inform their decisions.

- Expenses

- Net profit and NP Ratio (with calc.). Emphasise how this is used by managers to inform their decisions.

- Expense ratio (with calc.). Emphasise how this is used by managers to inform their decisions.

Balance sheet (use text and figures for calculations.)

- Accounting equation

- Debts (short and long term)

- Equity

- Working capital

- Current ratio: definition and importance

- Gearing: definition and importance

- Return on owners’ equity

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Plus: Accounts receivable ratio: definition and importance.

Cashflow statement:

- Cash inflows

- Cash outflows

- Net cash flow (TCI-TCO)

- Opening cash balance

- Closing cash balance

Then answer the following question:
Explain how these statements and ratios can be utilised by a business to reach or maintain their goal of profit maximisation?
Outcomes:

Evaluates the effectiveness of management in the performance of businesses

Applies mathematical concepts appropriately in business situations

Communicates business information, issues and concepts in appropriate formats

Feedback:
Written feedback given on the quality of the poster. Scaffolds of income sheets, balance sheets and cash flow statements for the assessment will be
provided to students who struggled with this task.

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Assessment for Learning Task:

Context:
This learning activity requires students to be familiar with financial ratios and strategies. Students are expected to have a basic understanding of

mathematical concepts that allow for them to calculate financial ratios. Students will also need to have the ability to research and information sourcing
skills in order to meet the inquiry learning and self-regulation aspects of this task.
Outcomes:

Evaluates the effectiveness of management in the performance of businesses

Explains management strategies and their impact on businesses

Organises and evaluates information for actual and hypothetical business situations
Applies mathematical concepts appropriately in business situations
Communicates business information, issues and concepts in appropriate formats

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Description of activity:

J Lopez & Co Cakes also determined to expand their business as they believe it will lead to more sales and thus higher profits. You are hired as a

financial consultant to:

1. Determine what source of finance J Lopez & Co Cakes should use.

2. Discuss the advantages and disadvantages of your chosen source of finance. This needs to include the costs of your source of finance

3. Explain how your chosen source of finance, and the expansion of the business, will lead to J Lopez & Co maximising the profit of their

business.

J Lopez & Co Cakes want to understand if their business is going well, to identify if expansion is possible. In order to do this, they need to evaluate

their financial position. Your role as a financial consultant is to give advice J Lopez & Co Cakes on their financial position. In order to do this, you

must:

1. Use the data provided to make an income statement, balance sheet and cashflow statement, and evaluate the businesses financial position.

2. Evaluate strategies that lead to the profit maximisation goal of a business. If the business is making a profit, your strategies are to suggest

ways to maintain that profit. If the business is making a loss, your strategies are to suggest ways to minimise this loss or make a profit.

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Criteria for Assessing Learning:

i. Student interprets and organises data into an income statement, balance sheet and cashflow statement and evaluates the financial

position of the business

ii. Students clearly evaluates strategies that lead to the profit maximisation goal of the business. This is not based on the evaluation from

(i). If students evaluate their financial position incorrectly but still evaluates proper strategies based on how they did (i), marks will still

be provided.

iii. Students effectively discusses the advantages and disadvantages of their chosen source of finance

iv. Students clearly explain how their chosen source of finance lead to profit maximisation.

Range A student in this range

A Successfully interprets and organises data into an income statement,

balance sheet and cashflow statement and evaluates the financial position

of the business

Comprehensively evaluates strategies that lead to the profit maximisation

goal of the business.

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Comprehensively discusses the advantages and disadvantages of their

chosen source of finance

Comprehensively explains how their chosen source of finance leads to

profit maximisation.

B Effectively interprets and organises data into an income statement,

balance sheet and cashflow statement and evaluates the financial position

of the business. Some mistakes made

Clearly evaluates strategies that lead to the profit maximisation goal of the

business

Clearly discusses the advantages and disadvantages of their chosen source

of finance

Clearly explains how their chosen source of finance leads to profit

maximisation.

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C Sufficiently interprets and organises data into an income statement,

balance sheet and cashflow statement and evaluates the financial position

of the business. Mistakes throughout

Adequately evaluates strategies that lead to the profit maximisation goal

of the business.

Adequately discusses the advantages and disadvantages of their chosen

source of finance

Adequately explains how their chosen source of finance leads to profit

maximisation.

D Somewhat interprets and organises data into an income statement, balance

sheet and cashflow statement and evaluates the financial position of the

business. Mostly mistakes

Poorly evaluates strategies that lead to the profit maximisation goal of the

business.

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Poorly discusses the advantages and disadvantages of their chosen source

of finance

Poorly explains how their chosen source of finance leads to profit

maximisation.

E Fails to interpret and organise data into an income statement, balance

sheet and cashflow statement and evaluate the financial position of the

business.

Inadequately or incompletely evaluates strategies that lead to the profit

maximisation goal of the business.

No indication of the advantages and disadvantages of their chosen source

of finance

Insufficiently explains how their chosen source of finance leads to profit

maximisation.

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Feedback:

Feedback for this assessment will be two-fold. First, oral feedback will be given throughout the assessment lessons provided during weeks 2-8. This

will be based on how well students follow the criteria for assessing as they complete the required tasks during class time. Written feedback will be

provided at the end of the assessment. It will be based on their ability to understand that the main goal of a business is profit maximisation and that the

strategies and evaluations worked towards this goal.

Future Directions:

This task allows for students to relate the content being taught to a hypothetical situation as well as have students gaining inquiry learning skills and
self- regulation. This occurs as the task builds on them to work towards the goal of profit maximisation by utilising the scenario given. These skills can
be used, not only in other teaching subjects, but for any career prospects they may have after their schooling career. It also teaches them proper
financial management, an issue that is a growing concern for an ageing population. The financial management strategies that students learn in this task
can be applied to their personal lives in this way.

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Resources:

Data:

At the end of 2008, J Lopez’s business ‘J Lopez & Co Cakes’ had sales of $226 000. The cost of goods sold was $81 500. During the year, the
business incurred the following expenses: wages $45 000; rent $15 000; advertising $3550; electricity and heating $2500; insurance $1850; interest
$3700; administration and office expenses $2750.
As at 31 December 2008 from the following information: land and building $575 000; motor vehicle, $35, 500; machinery $28 750; mortgage
$378,500; bank loan $27 800; creditors $3200; debtors $5450; capital $15 400; cash on hand $750.

Cash transactions for December 2008

1. Received cash from Joe Blow $4000
2. Paid $2000 to Energy Australia (electricity bill)
3. Received cash from Y.XUERUB $2000
4. Received cash from L.MONTAGUE $8000
5. Paid wages to G.JONES $2500
6. Received donation from A.SMITH $1000
7. Paid Telstra Account $3500
8. Received $4500 from A.SIMS
9. Received cash from L.HEWITT $4000
10. Paid $500 to Energy Australia
11. Paid Wages to G.JONES $2500
12. Paid Telstra Account $500

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Recording Evidence for Assessment:

Once the assessment has been handed in by all students a pilot marking will occur. Students will be separated into A,B,C,D,E as applicable in order to
compare students with each other. Once all students have been graded, each paper with the marking criteria will be placed onto a shared drive to access

in the future. The high, middle and low grades will be kept for registers.
Program Rationale:
The program is designed to have students link back to the core theme of profit maximisation throughout the topic. In doing this, students can link
content being taught back to the core topic, allowing for a more relatable and authentic learning (AECL, 2016). This exemplifies effective learning in
the classroom. The program includes a variety of resources and learning tasks that is accessible to all and builds up literacy and numeracy skills. This
can be seen during the reading tasks, the making of the application of financial ratios to the formal assessment, as well as during group work, where
collaboration takes place. These literacy and numeracy tasks are designed to involve all students in the classroom and thus provide effective learning
(Bloome, 1986; Heath, 1983). The use of case studies and research throughout the program also builds students’ online and visual literacy, an
important skill for the 21st century (Eisenbach & Greathouse, 2020).
It is essential to effectively differentiate for students, in order to provide a safe and engaging learning environment (Collins, 1981). Throughout the
program, the tasks show variety. This is to ensure that all students effectively learn in the classroom (Collins, 1981; Tomlinson, 2014). By allowing for
a variety in tasks and resources, as can be seen in the program, with the use of individual learning, group work, visual posters, reading tasks,

hypotheticals and case studies, it can be ensured that the classroom is inclusive of all students, providing effective learning for all. The use of
diagnostic assessment is crucial in identifying which students require assistance (Tomlinson, 2014). By creating a core theme such as profit
maximisation, tasks have been put into place to identify which students struggle to understand this concept. Task 3 has students create a poster for
financial ratios. Students who struggle with this will be provided a scaffold for the formal assessment. By using this task as a diagnostic tool, effective
differentiation can occur, and students are left with the ability to successfully complete the formal assessment.

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This program is also designed to build students’ self-regulation and inquiry skills. The use of the core theme of profit maximisation builds inquiry
skills. Students are often given a scenario in the program and work towards finding the issues and building to achieving and maintaining their goal of
profit maximisation. Students are working towards this set goal through 3 components (Carfora & Blessinger, 2015):

1. Exploration and discovery. This can be seen through the use of hypotheticals and problem-based learning – how will business achieve or
maintain their goal of profit maximisation?
2. Authentic investigations. This is highlighted through the use of case studies throughout the program.
3. Research based learning. This is exemplified throughout the program, especially in the formal assessment with students researching
strategies for profit maximisation.
The use of this core concept also helps with self-regulation and thus tasks have been suggested in the program to link with this profit maximisation.
Providing hypotheticals with a set goal allows for students to strategize, reflect and succeed (Cleary, 2018). The tasks throughout the program assist in
having students continuously evaluate their performance against a set goal, building self-regulation in the classroom (Cleary, 2018).
Thus, the rationale for this program is evident. It is to promote literacy and numeracy skills, differentiate in the classroom and stimulate self-regulation
and inquiry learning. This is done by having students link content to the core theme of profit maximisation.
Feedback from AT2:
In AT2 the feedback showed that the core theme chosen was appropriate and engaging for students, and that the linkages and flows between the core

theme was clear. However, it was noted that the imagery appeared as an afterthought. Therefore, in taking into account feedback from AT2, I have
decided to keep the core theme and linkages the same. The core theme is appropriate for a business context and highly relevant to the tasks I have
created and therefore, these have not been changed. However, some minor changes to the imagery has been made, in order for it to more clearly flow
with the concept map. There is a more seamless integration of imagery that follows the flows and linkages. This allows for a more engaging concept
map. Before, the imagery was a distraction from the core themes, but with this integration, the concept map will keep the focus of students.

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References:

Cleary, T. J. (2018). The Self-Regulated Learning Guide: Teaching Students to Think in the Language of Strategies. United States: Taylor & Francis.

Collins, J. (1981). Differential treatment in reading instruction. In J. Cook-Gumperz, J. Gumperz, & H. Simons (Eds.), School-home ethnography
project (Final report to the National Institute of Education). Washington, DC: U.S. Department of Education.

Bloome, D. (1987). Building literacy and the classroom community, Theory into Practice. 25:2, 71-76

Eisenbach, B., Greathouse, P. (2020). Developing Adolescent Literacy in the Online Classroom: Strategies for All Content Areas. United
States: Rowman & Littlefield Publishers.

Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. New York: Cambridge University Press.

Inquiry-Based Learning for Multidisciplinary Programs: A Conceptual and Practical Resource for Educators. (2015). United Kingdom: Emerald Group
Publishing Limited.

Tomlinson, C. A. (2014). The Differentiated Classroom: Responding to the Needs of All Learners. (n.p.): ASCD.

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